What Happens to STEM Education When the U.S. Shuts Down Its Biggest Free Science Classroom?

 

Introduction

With the Corporation for Public Broadcasting (CPB) preparing to shut down following Congress’s decision to cut off federal funding—a move championed by President Trump—the United States is about to lose something far bigger than a network.

We are about to lose our largest free platform for STEM learning.

For millions of kids, shows like Cyberchase, Sid the Science Kid, PBS SciGirls, Dinosaur Train, and The Ruff Ruffman Show! are not just entertainment. They are entry points into science, technology, engineering, and mathematics—entry points that are especially critical for children who don’t have access to private tutors, expensive STEM camps, or high-tech devices at home.

When CPB goes, those opportunities go with it.

The Numbers Tell the Story

Public broadcasting has always been more than television. Decades of research show its measurable impact:

  1. The Sesame Street Effect

    • A landmark Educational Testing Service (ETS) study found that children who regularly watched Sesame Street were 14% more likely to stay on grade level through middle and high school.

    • Gains were strongest among low-income and non-English-speaking households, proving that public broadcasting narrows educational gaps, not widens them.

  2. Ready-to-Learn Returns

    • Funded through CPB, the Ready-to-Learn initiative supported programs like Arthur, Super Why!, and Odd Squad.

    • Independent evaluations show these programs deliver a 4× return on investment through long-term gains in literacy and numeracy—benefits that disproportionately support underserved communities.

  3. SciGirls and Girls in STEM

    • PBS SciGirls reached 91% of U.S. TV households, generated 25 million impressions, and averaged 300,000 monthly web visits.

    • Nearly 40,000 youths participated in outreach programs; in 2014–15 alone, 66% were girls.

    • Evaluations confirm that SciGirls boosts self-efficacy and interest in STEM careers, particularly by showcasing female role models in science and engineering.

  4. The Equity Engine of PBS

    • In many rural and underserved areas, PBS is the only source of free STEM programming.

    • Without CPB funding, roughly 26 local stations could go dark and another 23 could reduce coverage, cutting off millions of children from early STEM exposure that research shows is critical for long-term success.

This Isn’t Just About Nostalgia

I grew up on these shows. Cyberchase made math exciting. Dinosaur Train made science adventurous. And my kids? They fell in love with science through PBS SciGirls and Nature Cat.

These programs were designed by educators and scientists. They were tested for impact. They were built to reach every child—regardless of income, geography, or background.

Contrast that with what’s likely to replace them: TikTok, Instagram, and endless loops of commercial programming on Cartoon Network or Nickelodeon. While these platforms have their place, they aren’t designed to deliver equitable, research-based STEM education.

The Bigger Problem: STEM Diversity at Risk

America already struggles with STEM diversity:

  • Women make up less than 20% of STEM fields.

  • Black and Latino workers remain underrepresented across science and engineering careers.

  • Achievement gaps in math and science persist from first grade through high school.

Public broadcasting has been one of the few scalable solutions to these challenges—introducing diverse role models, inclusive narratives, and culturally relevant STEM content that private markets have little incentive to produce.

Cutting CPB means cutting a proven tool for closing these gaps. And that has real consequences for innovation, economic competitiveness, and national security.

If We Truly Want to "Make America Great Again"...

Greatness doesn’t come from pulling resources away from the next generation. It comes from investing in curiosity, creativity, and equal opportunity.

Eliminating CPB might save dollars today, but it will cost talent tomorrow. Future scientists, engineers, and inventors—the kids who could have been inspired by Cyberchase or SciGirls—may never enter the STEM pipeline at all.

Where Do We Go From Here?

  • Should private industry step in to fund PBS STEM programming?

  • Can public-private partnerships keep these shows alive?

  • How do we ensure rural and low-income children don’t lose access to high-quality educational content?

If we fail to answer these questions, we risk building a future where STEM success depends not on talent or curiosity, but on zip code and household income.

What are your thoughts?

  • Are you in STEM because of early programs like these?

  • How could companies and nonprofits help fill this gap?

  • Should STEM leaders push for alternative funding models to save public broadcasting?

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