Just take one example-NASA. An analysis of NASA records conducted by the newspaper Florida Today (March 7, 2004), which covers the Kennedy Space Center, showed the following: Nearly 40 percent of the 18,146 people at NASA are age fifty or older. Those with twenty years of government service are eligible for early retirement. Twenty-two percent of NASA workers are fifty-five or older. NASA employees over sixty outnumber those under thirty by a ratio of about three to one. Only 4 percent of NASA workers are under thirty. A 2003 Government Accounting Office study concluded that NASA was having difficulty hiring people with the sufficient science, engineering, and information-technology skills that are critical to its operations. Many of these jobs are reserved for American citizens, because of national security concerns. Then-NASA administrator Sean O'Keefe testified before Congress in 2002: “Our mission of understanding and protecting our home planet and exploring the universe and searching for life will not be carried out if we don't have the people to do it.” The National Commission on Mathematics and Science Teaching for the Twenty-first Century, chaired by the former astronaut and senator John Glenn, found that two-thirds of the nation's mathematics and science teaching force will retire by 2010.

Traditionally we made up for any shortages of engineers and science faculty by educating more at home and importing more from abroad. But both of those remedies have been stalled of late.

Every two years the National Science Board supervises the collection of a very broad set of data trends in science and technology in the United States, which it publishes as Science and Engineering Indicators. In preparing Indicators 2004, the NSB said, “We have observed a troubling decline in the number of U.S. citizens who are training to become scientists and engineers, whereas the number of jobs requiring science and engineering (S&E) training continues to grow.” These trends threaten the economic welfare and security of our country, it said, adding that if the trends identified in Indicators 2004 continue undeterred, three things will happen: “The number of jobs in the U.S. economy that require science and engineering training will grow; the number of U.S. citizens prepared for those jobs will, at best, be level; and the availability of people from other countries who have science and engineering training will decline, either because of limits to entry imposed by U.S. national security restrictions or because of intense global competition for people with these skills.”

The NSB report found that the number of American eighteen-to-twenty-four-year-olds who receive science degrees has fallen to seventeenth in the world, whereas we ranked third three decades ago. It said that of the 2.8 million first university degrees (what we call bachelor's degrees) in science and engineering granted worldwide in 2003, 1.2 million were earned by Asian students in Asian universities, 830,000 were granted in Europe, and 400,000 in the United States. In engineering specifically, universities in Asian countries now produce eight times as many bachelor's degrees as the United States.

Moreover, “the proportional emphasis on science and engineering is greater in other nations,” noted Shirley Ann Jackson. Science and engineering degrees now represent 60 percent of all bachelor's degrees earned in China, 33 percent in South Korea, and 41 percent in Taiwan. By contrast, the percentage of those taking a bachelor's degree in science and engineering in the United States remains at roughly 31 percent. Factoring out science degrees, the number of Americans who graduate with just engineering degrees is 5 percent, as compared to 25 percent in Russia and 46 percent in China, according to a 2004 report by Trilogy Publications, which represents the national U.S. engineering professional association.

The United States has always depended on the inventiveness of its people in order to compete in the world marketplace, said the NSB. “Preparation of the S&E workforce is a vital arena for national competitiveness. [But] even if action is taken today to change these trends, the reversal is 10 to 20 years away.” The students entering the science and engineering workforce with advanced degrees in 2004 decided to take the necessary math courses to enable this career path when they were in middle school, up to fourteen years ago, the NSB noted. The students making that same decision in middle school today won't complete advanced training for science and engineering occupations until 2018 or 2020. “If action is not taken now to change these trends, we could reach 2020 and find that the ability of U.S. research and education institutions to regenerate has been damaged and that their preeminence has been lost to other areas of the world,” the science board said.

These shortages could not be happening at a worse time-just when the world is going flat. “The number of jobs requiring science and engineering skills in the U.S. labor force,” the NSB said, “is growing almost 5 percent per year. In comparison, the rest of the labor force is growing at just over 1 percent. Before September 11, 2001, the Bureau of Labor Statistics (BLS) projected that science and engineering occupations would increase at three times the rate of all occupations.” Unfortunately, the NSB reported, the average age of the science and engineering workforce is rising.

“Many of those who entered the expanding S&E workforce in the 1960s and 1970s (the baby boom generation) are expected to retire in the next twenty years, and their children are not choosing science and engineering careers in the same numbers as their parents,” the NSB report said. “The percentage of women, for example, choosing math and computer science careers fell 4 percentage points between 1993 and 1999.”

The 2002 NSB indicators showed that the number of science and engineering Ph.D.'s awarded in the United States dropped from 29,000 in 1998 to 27,000 in 1999. The total number of engineering undergraduates in America fell about 12 percent between the mid-1980s and 1998.

Nevertheless, America's science and engineering labor force grew at a rate well above that of America's production of science and engineering degrees, because a large number of foreign-born S&E graduates migrated to the United States. The proportion of foreign-born students in S&E fields and workers in S&E occupations continued to rise steadily in the 1990s. The NSB said that persons born outside the United States accounted for 14 percent of all S&E occupations in 1990. Between 1990 and 2000, the proportion of foreign-born people with bachelor's degrees in S&E occupations rose from 11 to 17 percent; the proportion of foreign-born with master's degrees rose from 19 to 29 percent; and the proportion of foreign-born with Ph.D.'s in the S&E labor force rose from 24 to 38 percent. By attracting scientists and engineers born and trained in other countries we have maintained the growth of the S&E labor force without a commensurate increase in support for the long-term costs of training and attracting native U.S citizens to these fields, the NSB said.

But now, the simultaneous flattening and wiring of the world have made it much easier for foreigners to innovate without having to emigrate. They can now do world-class work for world-class companies at very decent wages without ever having to leave home. As Allan E. Goodman, president of the Institute of International Education, put it, “When the world was round, they could not go back home, because there was no lab to go back to and no Internet to connect to. But now all those things are there, so they are going back. Now they are saying, 'I feel more comfortable back home. I can live more comfortably back home than in New York City and I can do good work, so why not go back?'” This trend started even before the visa hassles brought on by 9/11, said Goodman. “The brain gain started to go to brain drain around the year 2000.”