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WV Study of PBL Impacts on 21stC Skills Teaching & Student Achievement | BIE

WV Study of PBL Impacts on 21stC Skills Teaching & Student Achievement | BIE | STEM Education models and innovations with Gaming | Scoop.it

West Virginia Study of PBL Impacts on 21st Century Skills Teaching and Student Achievement

 

Nate K. Hixson, Jason Ravitz, & Andy Whisman

From 2008 to 2010, project-based learning (PBL) was a major focus of the Teacher Leadership Institute (TLI), undertaken by the West Virginia Department of Education (WVDE), as a method for teaching 21st century skills. Beginning in January 2011, a summative evaluation was conducted to investigate the effect of PBL implementation on teachers’ perceived ability to teach and assess 21st century skills and on student achievement.

A research brief and the full report are available for download below, or from the West Virginia Department of Education website.

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STEM Education models and innovations with Gaming
STEM (Science Technology Education & Mathematics) K-20  education models and innovations
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MIT Researchers Speed Up 3D Printing 10 Times -- Campus Technology

MIT Researchers Speed Up 3D Printing 10 Times -- Campus Technology | STEM Education models and innovations with Gaming | Scoop.it
Researchers at the Massachusetts Institute of Technology have developed a desktop 3D printer that they say is up to 10 times faster than those currently commercially available.

Anastasios John Hart, associate professor of mechanical engineering and director of MIT's Laboratory for Manufacturing and Productivity and the Mechanosynthesis Group, partnered with Jamison Go, a former graduate researcher in Hart's lab, identified in a previous paper three issues that slow down printer performance.
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Shaping Tomorrow : Hydrogen: The next wave for electric vehicles?

Shaping Tomorrow : Hydrogen: The next wave for electric vehicles? | STEM Education models and innovations with Gaming | Scoop.it
Shaping Tomorrow is a research and analysis service that helps you better 'anticipate the future', recognise the opportunities and trends that will affect you and your organisation and plan accordingly.
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Climate Science Special Report: Fourth National Climate Assessment (NCA4), Volume I

Climate Science Special Report Fourth National Climate Assessment (NCA4), Volume I 

This report is an authoritative assessment of the science of climate change, with a focus on the United States. It represents the first of two volumes of the Fourth National Climate Assessment, mandated by the Global Change Research Act of 1990.

About this Report 

As a key part of the Fourth National Climate Assessment (NCA4), the U.S. Global Change Research Program (USGCRP) oversaw the production of this stand-alone report of the state of science relating to climate change and its physical impacts. The Climate Science Special Report (CSSR) is designed to be an authoritative assessment of the science of climate change, with a focus on the United States, to serve as the foundation for efforts to assess climate-related risks and inform decision-making about responses. In accordance with this purpose, it does not include an assessment of literature on climate change mitigation, adaptation, economic valuation, or societal responses, nor does it include policy recommendations. As Volume I of NCA4, CSSR serves several purposes, including providing 1) an updated detailed analysis of the findings of how climate change is affecting weather and climate across the United States; 2) an executive summary and other CSSR materials that provide the basis for the discussion of climate science found in the second volume of the NCA4; and 3) foundational information and projections for climate change, including extremes, to improve “end-to-end” consistency in sectoral, regional, and resilience analyses within the second volume. CSSR integrates and evaluates the findings on climate science and discusses the uncertainties associated with these findings. It analyzes current trends in climate change, both human-induced and natural, and projects major trends to the end of this century. As an assessment and analysis of the science, this report provides important input to the development of other parts of NCA4, and their primary focus on the human welfare, societal, economic, and environmental elements of climate change. Much of this report is written at a level more appropriate for a scientific audience, though the Executive Summary is intended to be accessible to a broader audience. Report Development, Review, and Approval Process The National Oceanic and Atmospheric Administration (NOAA) serves as the administrative lead agency for the preparation of NCA4. The CSSR Federal Science Steering Committee (SSC)1 has representatives from three agencies (NOAA, the National Aeronautics and Space Administration [NASA], and the Department of Energy [DOE]); USGCRP;2 and three Coordinating Lead Authors, all of whom were Federal employees during the development of this report. Following a public notice for author nominations in March 2016, the SSC selected the writing team, consisting of scientists representing Federal agencies, national laboratories, universities, and the private sector. Contributing Authors were requested to provide special input to the Lead Authors to help with specific issues of the assessment. The first Lead Author Meeting was held in Washington, DC, in April 2016, to refine the outline contained in the SSC-endorsed prospectus and to make writing assignments. Over the course of 18 months before final publication, seven CSSR drafts were generated, with each successive iteration—from zero- to sixth-order drafts—undergoing additional expert review, as follows: (i) by the writing team itself (13–20 June 2016); (ii) by the SSC convened to oversee report development (29 July–18 August 2016); (iii) by the technical agency representatives (and designees) comprising the Subcommittee on Global Change Research (SGCR, 3–14 October 2016); (iv) by the SSC and technical liaisons again (5–13 December 2016); (v) by the general public during the Public Comment Period (15 December 2016–3 February 2017) and an expert panel convened by the National Academies of Sciences, Engineering, and Medicine (NAS, 21 December 2016–13 March 2017);3 and (vi) by the SGCR again (3–24 May 2017) to confirm the Review Editor conclusions that all public and NAS comments were adequately addressed. In October 2016, an 11-member core writing team was tasked with capturing the most important CSSR key findings and generating an Executive Summary. Two additional Lead Authors Meetings were held after major review milestones to facilitate chapter team deliberations and consistency: 2–4 November 2016 (Boulder, CO) and 21–22 April 2017 (Asheville, NC). Literature cutoff dates were enforced, with all cited material published by June 2017. The fifth-order draft including the Executive Summary was compiled in June 2017, and submitted to the Office of Science and Technology Policy (OSTP). OSTP is responsible for the Federal clearance process prior to final report production and public release. This published report represents the final (sixth-order) draft. The Sustained National Climate Assessment The Climate Science Special Report has been developed as part of the USGCRP’s sustained National Climate Assessment (NCA) process. This process facilitates continuous and transparent participation of scientists and stakeholders across regions and sectors, enabling new information and insights to be assessed as they emerge. The Climate Science Special Report is aimed at a comprehensive assessment of the science underlying the changes occurring in Earth’s climate system, with a special focus on the United States. Sources Used in this Report The findings in this report are based on a large body of scientific, peer-reviewed research, as well as a number of other publicly available sources, including well-established and carefully evaluated observational and modeling datasets. The team of authors carefully reviewed these sources to ensure a reliable assessment of the state of scientific understanding. Each source of information was determined to meet the four parts of the quality assurance guidance provided to authors (following the approach from NCA3): 1) utility, 2) transparency and traceability, 3) objectivity, and 4) integrity and security. Report authors assessed and synthesized information from peer-reviewed journal articles, technical re­ports produced by Federal agencies, scientific assessments (such as the rigorously-reviewed international assessments from the Intergovernmental Panel on Climate Change,1 reports of the National Academy of Sciences and its associated National Research Council, and various regional climate impact assessments, conference proceedings, and government statistics (such as population census and energy usage).
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New Resources from the AACT AP Chemistry Content Writing Team | AACT

This past summer AACT hosted an AP Chemistry Content Writing Team to create AP chemistry focused teaching resources for our High School Classroom Resource Library. The three teachers chosen focused on creating teaching resources directly related to the Learning Objectives identified in Big Ideas 4, 5, and 6. This week we are publishing the first of two resources from each of our content team members.
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Online Professional Development from EiE | Engineering is Elementary

Online Professional Development from EiE
Interactive and on-demand learning experiences for engineering educators like you!
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Teacher Advisor With Watson

Teacher Advisor With Watson | STEM Education models and innovations with Gaming | Scoop.it
Get the resources you need in seconds

With Watson's teacher-specific search and recommendation tool, you can now find relevant lessons, activities, standards information, and strategies faster than ever—all from a corpus of proven-effective materials recommended by educators.

Free, easy-to-use lesson planning tool
Currently supports K-5 math instruction
Only includes credible, vetted content
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Circuit Scramble - Android Apps on Google Play

Circuit Scramble
Contains ads · Offers in-app purchases

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The fascinating physics of everyday life

The fascinating physics of everyday life | STEM Education models and innovations with Gaming | Scoop.it
Physics doesn't just happen in a fancy lab -- it happens when you push a piece of buttered toast off the table or drop a couple of raisins in a fizzy drink or watch a coffee spill dry. Become a more interesting dinner guest as physicist Helen Czerski presents various concepts in physics you can become familiar with using everyday things found in your kitchen.
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Alaska’s Permafrost Is Thawing

Alaska’s Permafrost Is Thawing | STEM Education models and innovations with Gaming | Scoop.it
ALASKA’S PERMAFROST
IS THAWING
The loss of frozen ground in Arctic regions is a striking result of
climate change. And it is also a cause of more warming to come.

BY HENRY FOUNTAIN
AUG. 23, 2017
YUKON DELTA NATIONAL WILDLIFE REFUGE, Alaska — The Arctic is warming about twice as fast as other parts of the planet, and even here in sub-Arctic Alaska the rate of warming is high. Sea ice and wildlife habitat are disappearing; higher sea levels threaten coastal native villages.

But to the scientists from Woods Hole Research Center who have come here to study the effects of climate change, the most urgent is the fate of permafrost, the always-frozen ground that underlies much of the state.

Starting just a few feet below the surface and extending tens or even hundreds of feet down, it contains vast amounts of carbon in organic matter — plants that took carbon dioxide from the atmosphere centuries ago, died and froze before they could decompose. Worldwide, permafrost is thought to contain about twice as much carbon as is currently in the atmosphere.

Once this ancient organic material thaws, microbes convert some of it to carbon dioxide and methane, which can flow into the atmosphere and cause even more warming. Scientists have estimated that the process of permafrost thawing could contribute as much as 1.7 degrees Fahrenheit to global warming over the next several centuries, independent of what society does to reduce emissions from burning fossil fuels and other activities.
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NSTA Conferences & Professional Development

NSTA Conferences on Science Education

NSTA conferences offer the latest in science content, teaching strategy, and research to enhance and expand your professional growth. Take advantage of this unique opportunity to collaborate with science education leaders and your peers. Each year, NSTA hosts a national conference on science education (in the spring), three area conferences (in the fall), and a STEM Forum & Expo.

Twitter hashtags: #NSTA17 (2017 conferences), #NSTA (all-purpose)

Upcoming Conferences
Baltimore: Oct. 5–7, 2017 


Milwaukee: Nov. 9–11, 2017 


New Orleans: Nov. 30–Dec. 2, 2017 


Atlanta (National): Mar. 15–18, 2018


STEM Forum & Expo: July 13–15, 2018

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No Shortcuts in Course Design - DML Central

No Shortcuts in Course Design - DML Central | STEM Education models and innovations with Gaming | Scoop.it
"There are no shortcuts to learning and teaching. We can’t flip, copy and paste, and rubric our way to community building." — Kim Jaxon
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Making the Most of ESSA: Opportunities to Advance STEM Education A Review of ESSA Plans for Innovations in Science, Technology, Engineering and Math

This resource is intended to spark a sense of possibility and offer some concrete examples from state Every Student Succeeds Act (ESSA) plans. It is not intended to be an exhaustive set of policy recommendations. This resource reflects trends, innovations and exemplars focused on STEM education captured from 25 draft and submitted ESSA plans, as well as strategies from STEM experts. We hope this information will influence your work and jump-start important conversations about how you can use ESSA to better support STEM education in your state.
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State ESSA plans opportunity for K-12, higher ed to develop STEM career pipeline

State ESSA plans opportunity for K-12, higher ed to develop STEM career pipeline | STEM Education models and innovations with Gaming | Scoop.it
Dive Brief:

Two new reports from Achieve and Education First look at ways states have used ESSA plans to promote STEM curricula and move away from former federal accountability measures that only emphasized reading and math, reports Education Week. 
Looking at states that have already submitted or have drafted plans, these groups find that the most common measures considered are: counting science testing as determinations of student success, tapping into federal funding streams through ESSA that support STEM education, including AP or IB science indicators in accountability, and enhancing career and technical education. 
States using ESSA for science emphasis are tapping into a timely opportunity for improving student outcomes across the board, as Ed Week reports more girls than ever already took the AP computer science exam this year, while the number of minorities who took it have tripled — and counterparts working with higher ed are also in a prime position to create more learning opportunities for students with these backgrounds. 
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Syllabus | Classical Mechanics | Physics | MIT OpenCourseWare

Syllabus | Classical Mechanics | Physics | MIT OpenCourseWare | STEM Education models and innovations with Gaming | Scoop.it
This first course in the physics curriculum introduces classical mechanics. Historically, a set of core concepts — space, time, mass, force, momentum, torque, and angular momentum — were introduced in classical  mechanics in order to solve the most famous physics problem, the motion of the planets.

The principles of mechanics successfully described many other phenomena encountered in the world. Conservation laws involving energy, momentum and angular momentum provided a second parallel approach to solving many of the same problems. In this course, we will investigate both approaches: Force and conservation laws.

Our goal is to develop a conceptual understanding of the core concepts, a familiarity with the experimental verification of our theoretical laws, and an ability to apply the theoretical framework to describe and predict the motions of bodies.

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Trends in electric-vehicle design | McKinsey & Company

Trends in electric-vehicle design | McKinsey & Company | STEM Education models and innovations with Gaming | Scoop.it
What did we learn from a teardown and benchmarking of ten EV models?

Regulatory pressures on internal combustion engines (ICEs), combined with technological improvements in electric powertrains and batteries, are driving a surge of demand for electric vehicles (EVs). Most incumbent car manufacturers are rolling out models, joined by new entrants without ICE legacies. Worldwide sales of pure battery EVs (excluding hybrids) grew by approximately 45 percent in 2016.

With EVs becoming mass-market products, it is time for a detailed understanding of technology trends. In collaboration with A2Mac1, a provider of automotive benchmarking services, we conducted a large-scale benchmarking of first- and second-generation EV models, which included physically disassembling ten EV models: the 2011 Nissan LEAF, the 2013 Volkswagen e-up!, the 2013 Tesla Model S 60, the 2014 Chevrolet Spark, the 2014 BMW i3, the 2015 Volkswagen e-Golf, the 2015 BYD e6, the 2017 Nissan LEAF, the 2017 Chevrolet Bolt, and the 2017 Opel Ampera-e.
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TryEngineering Together

TryEngineering Together | STEM Education models and innovations with Gaming | Scoop.it
TryEngineering Together™ is a response to the urgent need to inspire and educate our future generation of engineers. Created by Cricket Media and IEEE, TryEngineering Together partners with corporations to match company employee volunteers with students in 3rd to 5th grade, particularly those in economically disadvantaged communities, in 1:1 “eMentoring” relationships to create safe, powerful STEM learning experiences.

By exploring the wonders of flight, learning about how wind energy helps to preserve our planet, or how inventions are shaping our future, kids learn to think critically, solve problems, work collaboratively and creatively. Students become confident in their ability to learn and enjoy STEM subjects and begin to understand and appreciate the wonder and variety of STEM career possibilities.
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Periodical | Rethinking Common Practices in High School Chemistry | AACT

This is the first in a series of posts about rethinking common practices in high school chemistry.

Part I: Physical vs. Chemical Changes

The distinction between a physical change and a chemical change usually takes a prominent role at the beginning of a physical science or chemistry course. For many instructors, this seems intuitive: in a course dedicated to the study of matter and change, we should distinguish between types of change early to provide a foundation on which to construct our future studies. A brief survey of five common high school and college chemistry texts shows that all address the distinction in the early chapters, and a search of the resources on the website of the American Association of Chemistry Teachers reveals about 30 resources dedicated to the practice.

The problem with categorizing changes at the beginning of a course in chemistry is that the rationale used necessarily rests on macroscopic observation alone — students do not yet have knowledge of the particulate level of matter to justify in terms of atom rearrangement. These macroscopic observations are not sufficient for categorizing each change because they are rife with ambiguity. That ambiguity, when encountered, does not contribute to student understanding of chemistry and is often at odds with students’ premature notions of the arrangement of matter.

Rather, classroom time should be spent developing a more robust understanding of the particulate nature of matter and exploring the details of different types of changes over the course of the year. Only once the particulate nature of matter is thoroughly understood should we seek to define physical and chemical changes in terms of particle rearrangement. All of the different changes normally discussed at the beginning of the year can be dispersed and addressed in turn throughout the curriculum.
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MakerBot Intros Platform for Experimental Projects -- Campus Technology

MakerBot Intros Platform for Experimental Projects -- Campus Technology | STEM Education models and innovations with Gaming | Scoop.it
A new offering from MakerBot aims to serve as an experimental platform for creating, building, innovating and collaborating with 3D printing. MakerBot Labs is a sandbox for designers and engineers that includes customizable hardware and software with open APIs, custom print nodes and more.

"We're introducing this new, more open platform as a direct response to our advanced users calling for greater freedom with materials and software," explained MakerBot CEO Nadav Goshen in a statement.

The first products available on the platform include:

MakerBot Labs Experimental Extruder, a customizable extruder with four interchangeable nozzles, such as a large-diameter draft nozzle (for "draft" printing at higher speeds) and a stainless steel nozzle (for printing in abrasive materials);
Custom print modes in MakerBot Print, allowing users to import and export print setting configurations for various materials and objectives;
MakerBot Labs Community on Thingiverse, a hub for users to collaborate, discuss techniques and share resources like custom material print modes, custom hardware mods, new apps and software APIs; and
MakerBot Labs API, giving developers the means to interface with and expand the capabilities of MakerBot 3D printers.
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About Us New | Million Women Mentors

About Us New | Million Women Mentors | STEM Education models and innovations with Gaming | Scoop.it

 To support the engagement of two million Science, Technology, Engineering and Math (STEM) mentors (male and female) to increase the interest and confidence of girls and young women to persist and succeed in STEM programs and careers by 2020. Million Women Mentors® is the movement that aims to change the face of women and girls, their career choices and advancement. We have 39 states with pledges and committees; 60 corporations and 60 partners are engaged nationally; and the global pledges are increasing. These important partnerships represent more than 30 million girls and women and the media partners as well. It is about scaling up and insuring that women and girls are encouraging and supported in their STEM careers.

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MakePad is the First DIY Tablet Based on Raspberry Pi - Press Release - Digital Journal

SAN FRANCISCO - September 20, 2017 - (Newswire.com)
​​​​Albeit very few students have had computer science lessons on an on-the-spot basis, the majority lacks access to both technical information and equipment, though. In spite of these restrictions, even those not-so-fortunate kids still find themselves emerged in a plethora of social networks, instant messaging and online-gaming. Paradox? Worse: Instead of learning how to think, children have been more inclined to mimic unfiltered and common-sense-web-based knowledge on daily basis. Even if you turn off your internet router, they will find a way around it.

Feeling uneased already? We are and we have been for a long time. That is the main reason why MakePi was born envisioning to cope with STEM’s teaching and learning processes. Let us walk you through all the features of our MakePad and share how we have designed, developed and implemented them to fulfill our founders’ vision.

1) 10.1” TOUCHSCREEN DISPLAY

MakePi developed a solution for a 10.1” touchscreen display that could be controlled and, thus, keeping all of RaspberryPi’s four USB ports free to be used with a lot of other peripherals. This solution will allow students to explore endless possibilities with their fingertips.

2) OPERATIONAL SYSTEM CUSTOMIZED FOR STEM EDUCATION

Based on Linux distribution Debian 9, MakePad’s OS (MakeOS) feels fun and fast. Customized toward a user-friendly perception, we have optimized its operations for touchscreen appliances. Nonetheless, it offers support for many peripherals since we have kept all USB and GPIO ports free to be used.

3) CHILDREN CAN ASSEMBLE THE TABLET WITH THEIR OWN HANDS

All the components can be easily assembled to the inner section of the tablet because of its tethering patterns. Except for the RaspberryPi’s, all the other circuits had to be customized for both functionality and user-friendly design. Children will understand how the hardware works altogether by connecting the cables and comprehending the logical sequence to power up the MakePad.

4) MOBILITY WITH A LITHIUM BATTERY OF 12-HOUR-AUTONOMY

Besides being equipped with a powerful battery, MakePad’s DIY concept allows children to easily replace it with additional units.

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DiscoverE

DiscoverE | STEM Education models and innovations with Gaming | Scoop.it
We help unite, mobilize, and support the engineering and technology volunteer communities. We provide engineering activities for kids and students.
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Watch Full Episodes Online of The Crowd & the Cloud on PBS

Watch Full Episodes Online of The Crowd & the Cloud on PBS | STEM Education models and innovations with Gaming | Scoop.it
THE CROWD & THE CLOUD is a documentary series showcasing the power of Citizen Science in the Digital Age. This multi-part series, hosted by former NASA Chief Scientist Waleed Abdalati, takes viewers on a global tour of the projects and people on the front lines of citizen science and crowdsourcing. By observing their environment, monitoring neighborhoods, and collecting information about the world

Distributed nationally by American Public Television
The Crowd & The Cloud is made possible by NSF, The National Science Foundation, "Where Discoveries Begin."
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State of the Climate - American Meteorological Society

State of the Climate - American Meteorological Society | STEM Education models and innovations with Gaming | Scoop.it
State of the Climate
An international, peer-reviewed publication released each summer, the State of the Climate is the authoritative annual summary of the global climate published as a supplement to the Bulletin of the American Meteorological Society.
The report, compiled by NOAA’s Center for Weather and Climate at the National Centers for Environmental Information is based on contributions from scientists from around the world. It provides a detailed update on global climate indicators, notable weather events, and other data collected by environmental monitoring stations and instruments located on land, water, ice, and in space.

State of the Climate in 2016

This is the twenty-seventh issuance of the annual assessment now known as State of the Climate. Surface temperature and carbon dioxide concentration, two of the more publicly recognized indicators of global-scale climate change, set new highs during 2016, as did several surface and near-surface indicators and essential climate variables. Notably, the increase in CO2 concentration was the largest in the nearly six-decade observational record.
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Reinventing Project-Based Learning, 2nd Edition

Reinventing Project-Based Learning, 2nd Edition | STEM Education models and innovations with Gaming | Scoop.it
Author:By Suzie Boss and Jane Krauss, description: Reinventing Project-Based Learning, 2nd Edition (RENVT2), Category: Paperback Books, Length: 286 pages
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LEVERAGING ESSA TO PROMOTE SCIENCE AND STEM EDUCATION IN STATES

LEVERAGING ESSA TO PROMOTE SCIENCE AND STEM EDUCATION IN STATES 
Introduction 
The passage of the Every Student Succeeds Act (ESSA) provides states the opportunity to craft new goals and strategies for science education. By setting clear goals for science achievement, states can leverage existing policies, including assessments and graduation requirements, to help drive toward set goals. Generally, states could elect to develop new programs and initiatives using funding provided by ESSA, and/or incorporate science into their new accountability systems. States are crafting their goals and strategies for science education through the development of new consolidated state plans, required by ESSA, and through new programs and initiatives using funding provided by ESSA. This brief provides a landscape analysis of all states’ current assessment requirements and graduation requirements in science to help set the national policy context for science. To look at states’ current goals and approaches to science inclusion in their accountability plans under ESSA, as well as how they can leverage funding opportunities in ESSA to support science, this brief limits its scope to only those 16 states and the District of Columbia who submitted plans to the U.S. Department of Education (USED) in the first round of submissions (May 2017). Once the remainder of plans have been submitted, the ESSA-focused sections of this brief will be updated to reflect the remaining states. Further, while the focus of this brief is specifically on science, the way that states develop ESSA strategies does not allow for the disentanglement of science from STEM; therefore, when discussing funding opportunities and state proposals for the use of funds provided through ESSA, the scope will broaden to STEM activities and initiatives.
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