; STEM workers earn an average of $22,000 per year more than non-STEM workers at every education level. However, projections suggest that the United States won’t have enough skilled workers to fill STEM jobs. (2) STEM skills and knowledge are now required in a wide range of occupations, including many that are not traditionally considered to be science or engineering-related, such as sustainable agriculture, management of natural resources, and health care. (3) Because of the growing use of STEM skills across all job sectors, the distinction between a “rural” as compared to an “urban” job is blurring. For instance, renewable energy development and bio-based product manufacturing employ workers in a variety of areas of the United States. Known as the “new collar” economy, the phenomenal growth in job opportunities for those who are prepared will also support the growth of communities: places to raise families and invest in the future. (4) Good STEM experiences in middle school will lead to positive attitudes toward and expectations of STEM experiences in high school. 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. (5) Providing students with additional time in after school and summer STEM programs allows students opportunities to engage in hands-on learning that sparks interest in STEM fields and careers. Students who engage in well-designed laboratory experiences develop problem-solving and critical-thinking skills, and gain exposure to reactions, materials, and equipment in a lab setting. Sustained investments in hands-on experiences help inspire students to further their education and prepare them for high-technology careers by fostering skills sought by potential employers. Hands-on experiences significantly advance learning at all levels of science education when appropriately designed and guided by qualified