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Resources

The Successful STEM Resource Library includes programs and projects featured at STEM Smart workshops, as well as briefs based on research and recommendations from the National Research Council reports, Successful K-12 STEM Education and Monitoring Progress Toward Successful K-12 STEM Education.

The Southwest Career and Technical Academy (CTA), an Apple Distinguished School, is a Clark County School District (CCSD) public magnet school in its fourth year of operation that has 1,400 students enrolled in 11 different career and technical education (CTE) program areas. The school is divided into two smaller personalized learning communities—the Design Academy and the Professional Service Academy. Within the Design Academy, the Southwest CTA offers the following areas of specialization:...
DSST’s (Denver School for Science and Technology) Stapleton High is the founding school in a network of public charter schools. DSST Public Schools currently operates five STEM open-enrollment charter schools, four middle schools, and two high schools, serving almost 2,000 students in Denver, Colorado.
The Concord Consortium is a nonprofit R&D organization in Concord, Mass., dedicated to transforming education through technology. Our free, deeply-digital tools and learning activities capture the power of curiosity and create revolutionary new approaches to science, math, and engineering education that bring out the inner scientist in everyone. Since 1994, we have been pioneers in probeware, models and simulations, data collection with mobile computing, online assessment and teacher...
The e-Mentoring for Student Success (eMSS) program for beginning science, math, and special education teachers was developed based on the New Teacher Center’s expertise, research and practitioner literature on professional development, online learning, and mentoring. eMSS offers a variety of science, math, and special education curriculum options for beginning teachers that are designed to support teachers’ immediate short-term needs, inquiry into teaching practice, and understanding of content...
The Next Generation Science Standards (NGSS) are a set of science education standards being developed based on a vision for science education established by the Framework for K–12 Science Education published by the National Research Council in 2012. Publication of the framework was the first of a two-step process to produce a set of Next Generation Science Standards for voluntary adoption by the states. The NGSS are currently being developed by a team of writers including researchers, education...
The goal of Illustrative Mathematics is to clarify the meaning and intent of the Common Core State Standards by publishing tasks and tools that support implementation of the CCSS. Illustrative Mathematics is a growing community of mathematics teachers, mathematics educators, and mathematicians that provides leadership and guidance by illustrating the mathematics that students should experience in a faithful implementation of the CCSS.
While the need for more experts and innovators in STEM fields is critical to the success of our nation and is increasing (National Science Board, 2012), the number of students pursuing and completing degrees in these fields is decreasing (National Academies of Science, 2011; National Science Board, 2012). Implementation of programs that will transform education and enhance the pipeline from grade school to university to the workforce is imperative (National Research Council, 2011). The Prime...
Our research focuses on university/public school partnerships to develop effective mathematics programs for all students. Through National Science Foundation funding, New Mexico State University (NMSU) has engaged in the Gadsden Mathematics Initiative (GMI), Scaling up Mathematics Achievement (SUMA) and currently the Leadership Institute for Teachers. Through our research efforts, we better understand what it takes to build viable sustainable learning systems and how to support English language...
The long-term goal of the Living in Relations project is to improve science learning and school achievement for Native American children. Data from our project’s studies of children’s understandings of biology indicate that Native American children begin school with an advanced understanding of biology compared to their non-Native peers. This finding is also supported by early positive performance on standardized tests. However, this early overachievement is not sustained and leads to...
Co-curricular programs complement the formal curriculum and often have sessions outside of the regular school day. A review of evaluation reports from afterschool Science, Technology, Engineering, and Mathematics (STEM) programs, both co-curricular and extra-curricular, by the Afterschool Alliance found that students attending these programs had improved attitudes toward STEM fields and careers; increased STEM knowledge and skills; and had a higher likelihood of graduating and pursuing a STEM...
The need for research-based recommendations for mathematics instruction for English learners (ELs), aligned with the <em>Common Core State Standards (CCSS), cannot be overstated. The recommendations focus on improving mathematics learning and teaching through language for all students, and especially for ELs. Although it is difficult to make generalizations about the instructional needs of all students who are learning English, instruction should be informed by knowledge of students’...
The world economy is rapidly outpacing America’s development of STEM talent. Our students must learn more, do more, and create more. To meet this challenge, thousands of STEM professionals are ready to join forces with new and accomplished teachers to develop the next generation of innovators, entrepreneurs, and leaders we need to thrive in a global economy.
The STeLLA professional development program engages fourth-, fifth-, and sixth-grade teachers in using two powerful and often neglected lenses to analyze videocases of science teaching: the Student Thinking Lens and the Science Content Storyline Lens. Focusing on deep analysis of these two lenses and associated teaching strategies, teachers learn to be more analytical in planning, enacting, and reflecting on their practice. Through this analysis work, they deepen their science content knowledge...
Over a period of several years, Science Foundation Arizona (SFAz) has successfully partnered with key leaders to establish the Arizona STEM Network to drive access to effective STEM education for all Arizona students by creating a culture of achievement. As part of this work, SFAz has led a number of projects focused on implementing and sustaining Engineering Pathways, a model that links student experiences across education sectors (K–12 through postsecondary) to engage and excite students...
Closing the achievement gap in our nation between native English speakers and English language learners will require educators to address the needs of the English language learners. Along with being the fastest growing segment of the school population, English language learners are also among the most academically vulnerable students in schools today (Wong-Fillmore & Snow, 2000). In science achievement, in particular, English language learners score significantly below their native English-...
A series of national reports urge science education to go beyond emphasis on basic science facts to support science learning that results in deep understanding of scientific ideas and an ability to engage meaningfully in the practices of science (Bransford et al., 2000; Duschl et al., 2007). Inquiry practices—asking questions, finding ways to explore them empirically, investigating and evaluating competing alternative models, arguing from evidence—are judged to be severely lacking in the...
The state-led Common Core State Standards Initiative represents the leading wave of a sea change in public education aimed at putting United States education and students on par with those of leading countries—intensifying educational standards, improving coherence among the state education systems, improving instruction, and developing and deploying new approaches to curriculum and in-class and summative assessment. Educators across the country are discovering that the Common Core State...
Perhaps the greatest challenge required by <em>The Next Generation Science Standards is the creation of coherence—coherence in order to develop deeper learning from grade to grade, and coherence in the support systems of curriculum, assessment, and professional development. To help students develop scientifically sound ideas and practices, curricula need to support deep restructuring of their knowledge. This requires that the core ideas of science are addressed with coherence from one...