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Equity in PreK-12 STEM Education

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A committee-supported project or activity that has been completed and for which output dissemination has begun. Its committee has been disbanded and closeout procedures are underway.

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The Board on Science Education (BOSE) with the National Academy of Engineering (NAE) are supporting a project that provides practical, evidence-based guidance on how to support educational equity in science, technology, engineering, and mathematics (STEM) education at all levels of the PreK-12 system. By bringing the rigor of a National Academies’ consensus study process to this critical issue, the project will provide actionable recommendations for education policy and program stakeholders.

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Description

An ad-hoc committee of experts will examine the evidence base related to educational equity and STEM education, plan a series of regional field engagement sessions, and develop recommendations and a research agenda for the field. Based on peer-reviewed and grey literature, commissioned papers, input from the field engagements, and committee deliberations, the committee will write a consensus report that discusses how systemic inequity in STEM education can be addressed at all levels of the PreK-12 system to promote success in STEM for all students, regardless of background, demographic status, and community.
The committee will:

  • Identify and describe inequity in the state of PreK-12 STEM education in the United States, and examine the evidence on explanations of and interventions to address those inequities.
  • Consider how ongoing implementation of state-level science and mathematics standards can take into account and address existing inequities in such areas as resource and human capital distribution, course offerings, instructional approaches (including classroom management and disciplinary policy), family and community engagement, enrichment programs, access to technology and other concerns relevant to persistent inequalities reflected in the literature.
  • Review evidence on policy and program interventions at the federal, state, district, and classroom levels that have addressed equity concerns and might be considered promising practices
  • Develop recommendations for policy, practice and research to promote success for all students in PreK-12 STEM learning.

Collaborators

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Sponsors

NASA

National Academy of Sciences Thomas Lincoln Casey Fund

National Academy of Sciences W.K. Kellogg

National Science Foundation

Samueli Foundation

William and Flora Hewlett Foundation

William T. Grant Foundation

Staff

Kenne Dibner

Lead

KDibner@nas.edu

Brittani Shorter

BShorter@nas.edu

Leticia Garcilazo Green

LGreen@nas.edu

Margaret Kelly

MKelly@nas.edu

Tiffany E. Taylor

TETaylor@nas.edu

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