; places to raise families and invest in the future. (3) In the middle grades, students begin to demonstrate formal logical operations (critical thinking). Further, middle school students have been shown to be highly susceptible to developing opinions about their competence and interest in STEM learning. Research has also shown that interest in mathematics and science declines during the middle school years. While students in any grade level can benefit from STEM education, the evidence points to ensuring quality STEM education for middle school students. Good STEM experiences in middle school will lead to positive attitudes toward and expectations of STEM experiences in high school. (4) Native American communities, including American Indian, Alaska Native, and Native Hawaiian populations, have a long history of discrimination and poverty and have higher high school drop out rates than other underserved groups. In assessments of mathematics and reading throughout elementary and secondary school grades, American Indian and Alaska Native children score lower in mathematics and reading proficiency as compared to other groups. Only 28 percent of Native Hawaiians students in Hawaii demonstrate mathematics proficiency as compared with 49 percent of non-Native Hawaiian students. In reading, 34.8 percent of Native Hawaiian students tested proficient compared to 54.3 percent of non-Native Hawaiian students. These underserved and socially disadvantaged groups require support and motivation to achieve success in their education. (5) To meet the challenge of educating youth to fulfill the demand for STEM workers, public schools in the United States must be equipped to educate all youth in STEM skills, especially youth who are underserved or socially disadvantaged. (6) The median age of United States schools is 65 years. Nearly 50 percent of school buildings in the United States need significant repairs or upgrades, including clean and safe classrooms and laboratory spaces, up-to-date technology, and broad­band. Moreover, the