Call to Action for Science Education

Consensus

Download PDF

Paperback - $27.00
Ebook - $22.49

Request an exam or desk copy

Scientific thinking and understanding are essential for all people navigating the world, not just for scientists and other science, technology, engineering and mathematics (STEM) professionals. Knowledge of science and the practice of scientific thinking are essential components of a fully functioning democracy. Science is also crucial for the future STEM workforce and the pursuit of living wage jobs. Yet, science education is not the national priority it needs to be, and states and local communities are not yet delivering high quality, rigorous learning experiences in equal measure to all students from elementary school through higher education.

Call to Action for Science Education: Building Opportunity for the Future articulates a vision for high quality science education, describes the gaps in opportunity that currently exist for many students, and outlines key priorities that need to be addressed in order to advance better, more equitable science education across grades K-16. This report makes recommendations for state and federal policy makers on ways to support equitable, productive pathways for all students to thrive and have opportunities to pursue careers that build on scientific skills and concepts. Call to Action for Science Education challenges the policy-making community at state and federal levels to acknowledge the importance of science, make science education a core national priority, and empower and give local communities the resources they must have to deliver a better, more equitable science education.

Additional materials

Publication information

76 pages · 8.5 x 11 · paperback
ISBN Paperback: 0-309-47701-8
ISBN Ebook: 0-309-47702-6
DOI: https://doi.org/10.17226/26152

Suggested citation

National Academies of Sciences, Engineering, and Medicine. 2021. Call to Action for Science Education: Building Opportunity for the Future. Washington, DC: The National Academies Press.

Import this citation to:

Margaret A. Honey

Margaret Honey (CHAIR) is president and CEO of the New York Hall of Science, which works to develop the next generation of creative science leaders through initiatives in teacher professional development, youth mentoring and employment, digital learning, learning sciences research and more. Under her leadership NYSCI has developed its Design-Make-Play approach to learning, which helps learners experience their agency and creativity as creators and makers, master complex concepts and phenomena, and discover how they can put the tools and perspectives of the STEM disciplines to address questions and solve meaningful problems. Dr. Honey has helped to shape thinking about learning and technology with special attention to traditionally underserved audiences. She has directed numerous research projects including efforts to identify teaching practices and assessments for 21st century skills, new approaches to teaching computational science in high schools, collaborations with PBS, CPB and some of the nation’s largest public television stations, investigations of data- driven decision-making tools and practices, and with colleagues at Bank Street College of Education, she created one of the first internet-based professional development programs in the country. From her early involvement in the award-winning and ground-breaking public television series “The Voyage of the Mimi” to her decade long collaboration on the education reform team for the Union City (NJ) school district, Dr. Honey has led some of the country’s most innovative and successful education efforts. She earned a B.A. in social theory at Hampshire College, Amherst, Massachusetts, and both her M.A. and Ph.D. in developmental psychology from Columbia University.

Rush D. Holt

Rush D. Holt (MEMBER) was former chief executive officer of the American Association for the Advancement of Science and executive publisher of the Science family of journals where he led the world's largest multi-disciplinary scientific and engineering society. Before joining AAAS, Dr. Holt served for 16 years as a member of the U.S. House of Representatives, representing New Jersey's 12th Congressional District. In Congress, Dr. Holt served as a senior member of the Committee on Natural Resources and the Committee on Education. From 1987 to 1998, Dr. Holt was assistant director of the Princeton Plasma Physics Laboratory (PPPL), a Department of Energy national lab, which is one of the largest alternative energy research facilities in the country. At PPPL, Dr. Holt helped establish the lab's nationally recognized science education program. From 1980 to 1988, Dr. Holt was a member of the faculty of Swarthmore College, where he taught courses in physics and public policy. Dr. Holt is a Phi Beta Kappa graduate of Carleton College in Northfield, Minnesota, and he holds M.A. and Ph.D. degrees in physics from New York University.

Nancy Hopkins-Evans

Nancy Hopkins-Evans (MEMBER) is the senior director of State Partnerships at Instruction Partners where she uses her expertise and experience in science and education from kindergarten through graduate school to partner and support state education departments and regional service providers as they work to lead and guide their staff and District colleagues through operational, instructional and policy changes in the midst of a pandemic. As director of science and a former college chemistry professor, she understands and cares deeply about students having exceptional learning experiences in science that leverage their communities and cultures while building conceptual understanding as they figure out science ideas instead of learning about science through memorization of facts and theories. She has worked in large and small school systems developing and implementing curriculum, professional learning and assessment aligned to state standards, the common core state standards and the Next Generation Science Standards. She presents at conferences and leads professional learning experiences for teachers, principals, directors and superintendents focused on ensuring all students have access to high quality standards and curriculum that supports effective teaching and learning. Her work in science education has been supported by grants from the Carnegie and Gates foundations to develop, test and refine a tool for observing and improving science instructional practice. She holds degrees in chemistry from Chestnut Hill College and Villanova University and earned a Ph.D. in biological chemistry from the University of Michigan.

Tiffany Neill

Tiffany Neill (MEMBER) is the Deputy Superintendent of Curriculum and Instruction for the Oklahoma State Department of Education. In addition, she is an active advisory board member for Carnegie’s OpenSciEd Project and EdReports for Science and a member of the CALDER Policymakers Council. Ms. Neill also serves as Co-PI for Advancing Coherent and Equitable Systems of Science Education (ACESSE), a National Science Foundation-funded grant. Prior to her current role, Ms. Neill served as the Executive Director of Curriculum and Instruction for three years and as the director of Science and Engineering Education for five years at the Oklahoma State Department of Education. She began her career in education as a middle and high school teacher. She also served as president of the Council of State Science Supervisors and several other leaderships and service roles committed to fostering excellence in science education in Oklahoma and across the nation. She is currently a doctoral candidate at the University of Oklahoma, seeking a degree in instructional leadership and academic curriculum in science education.

Stephen L. Pruitt

Stephen Pruitt (MEMBER) is president of the Southern Regional Education Board and former commissioner of education in Kentucky. In addition, he served as a senior vice president of science at Achieve, Inc from 2010 to 2015. During this time he led the development of the Next Generation Science Standards, Achieve's international benchmarking and analysis work, and other content-driven research and development as well as state technical assistance. Dr. Pruitt began his career as a high school chemistry teacher in Georgia, where he taught for 12 years. In 2003, he joined the Georgia Department of Education (GaDOE) as the program manager for science, served in that role for four years before becoming director of academic standards, in 2008 he became the associate superintendent of Assessment and Accountability and in April 2009 became chief of staff to state school superintendent, coordinating the work of the agency and a variety of projects such as Georgia's third-ranked Race to the Top application. Dr. Pruitt held a number of positions including chief of staff to the commissioner of education at Georgia Department of Education. Dr. Pruitt earned a bachelor’s degree in chemistry from North Georgia College and State University, a master’s in science education from the University of West Georgia, and a doctorate of philosophy in chemistry education from Auburn University.

Francisco Rodriguez

Francisco Rodriguez (MEMBER) is chancellor of the Los Angeles Community College District. Since 2014 Dr. Rodriguez has worked to chart a course that includes well-prepared and innovative faculty, state-of-the-art facilities and instructional equipment, superbly trained and professional support staff, and business and community engagement. During his tenure, Chancellor Rodriguez led the efforts to pass a $3.3 billion local facilities bond in 2016 and the hiring of close to six-hundred full-time faculty. A noted scholar/practitioner and education activist, Dr. Rodriguez has 30+ years of experience as an educator, faculty member, and administrator within California public higher education. Dr. Rodriguez has dedicated his career to high quality public education and championing diversity, equity and inclusion, and outreach to underserved communities. In particular, Dr. Rodriguez has focused his career on educational policies that expand access to higher education, STEM education and financial aid, tireless advocacy for first-generation and undocumented students, student-veterans, and the leadership development of Latino and African American males. He frequently speaks on the topics of higher education, student access and success, governance and governing boards, workforce development, fundraising and philanthropy, and community. Dr. Rodriguez earned his bachelor's degree in Chicano studies and his master's degree in community development. He received his Ph.D. in education from Oregon State University.

Susan R. Singer

Susan R. Singer (MEMBER) is vice president for academic affairs and provost at Rollins College, where she is responsible for administering the educational program, for making faculty appointments, for coordinating all academic activities of the College, for overseeing institutional and faculty research, for facilitating budgetary and institutional planning, and for maintaining the academic standards of the College. She served as the director of the Division of Undergraduate Education at the National Science Foundation (NSF), leading a team of 50 with a budget of more than $300 million annually to catalyze transformation in undergraduate learning and success across the nation. She helped lead the collaboration between 14 federal agencies to increase their collective impact on improving undergraduate science, technology, engineering, and mathematics education. She was a member of the Carleton College faculty from 1986-2016, where her experience included directing the Perlman Learning and Teaching Center and co-directing the Carleton Interdisciplinary Science and Math Initiative as well as research on the development and evolution of flowering in legumes. She was a co-author of the Vision and Change in Undergraduate Biology report. In addition, she chaired the NRC committee that produced America’s Lab Report (2006) and the committee that wrote the report on Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering (2012). Dr. Singer earned B.S., M.S., and Ph.D. degrees from Rensselaer Polytechnic Institute.

Felicia C. Smith

Felicia C. Smith is senior director of Global Delivery at the National Geographic Society, where she oversees domestic and global education strategy implementation and programming focused on transforming the classroom experience for millions of students and educators. She oversees a team of regional directors charged to enhance partnerships with various education entities to inspire the next generation of planetary stewards. Dr. Smith’s career in education spans more than two decades where she has served in a variety of leadership roles in P-12, higher education, non-for-profit, and philanthropy. Her career has allowed her to experience leading systems understanding every vantage point of a young person’s educational trajectory from preschool to adulthood. Prior to joining the National Geographic Society, Dr. Smith served as assistant superintendent of Teaching and Learning in the 27th largest urban district, Jefferson County Public Schools, Louisville, Kentucky; as a senior program officer at the Bill & Melinda Gates Foundation; associate commissioner for the Kentucky Department of Education; and teacher leader. She began her career as a classroom teacher in the elementary grades and has taught as a preservice lecturer at the University of Kentucky. Dr. Smith has been recognized as a Pahara-Aspen Education fellow and serves as a member on several national and local boards. Dr. Smith holds an Ed.D. in education leadership and administration from the University of Kentucky, a master’s degree in elementary education with an emphasis on K-12 literacy development, and a bachelor’s degree in elementary education from the University of Louisville.

William F. Tate, IV

William F. Tate IV is the provost and executive vice president of academic affairs at the University of South Carolina (USC). He holds the USC Education Foundation Distinguished Professorship with appointments in Sociology and Family and Preventive Medicine (secondary appointment). Prior to joining the University of South Carolina faculty, he served as dean and vice provost for graduate education at Washington University in St. Louis, where he held the Edward Mallinckrodt Distinguished University Professorship in Arts & Sciences. Before serving at Washington University in St. Louis, he held the William and Betty Adams Chair at TCU and served on the faculty of the University of Wisconsin at Madison. Dr. Tate is a past president of the American Educational Research Association, where he was awarded fellow status. In addition, he was elected to the National Academy of Education. Dr. Tate earned his Ph.D. at the University of Maryland, College Park, where he was a Patricia Roberts Harris Fellow. He continued on to the University of Wisconsin at Madison as an Anna Julia Cooper Post-doctoral fellow in social policy. He completed a second post-doctoral training program in the Department of Psychiatry—Epidemiology and Prevention Group at the Washington University School of Medicine, where he earned a master’s degree in psychiatric epidemiology (MPE).

Claudio Vargas

Claudio Vargas is an educational consultant with Sci-Lingual Education. He provides Next Generation Science Standards (NGSS) professional learning to districts and schools to support multilingual learners with language and literacy development. Mr. Vargas presented at the National Academies “Supporting ELs in STEM” committee in 2017 and served in its panel in 2019, and frequently presents at statewide conferences and NGSS rollouts. Prior to this position, Mr. Vargas was the coordinator of K-12 science programs at the Oakland Unified School District, where he led the district-wide implementation of the NGSS. Before joining OUSD, Mr. Vargas served as the director of the Bay Area Science Project at UC Berkeley’s Lawrence Hall of Science (LHS). Mr. Vargas designs K-8 professional development programs that focus on developing teachers’ science content knowledge and expanding their instructional strategies, emphasizing methods that provide multilingual learners with access to the core curriculum and acceleration of language learning. He has led the implementation of these programs throughout California, Washington, Texas, and Central America. Before joining LHS, Mr. Vargas worked for nine years as a bilingual K-5 teacher and a science coach in the Oakland district, eleven years as a science researcher at the School of Pharmacy at the University of California, San Francisco, and nine years at the Department of Bioengineering at the University of Minnesota.

Log In

Sign in to access your saved publications, downloads, and email preferences.

Former MyNAP users: You'll need to reset your password on your first login to MyAcademies. Click "Forgot password" below to receive a reset link via email. Having trouble? Visit our FAQ page to contact support.

Members of the National Academy of Sciences, National Academy of Engineering, or National Academy of Medicine should log in through their respective Academy portals.

Email (required)
Password (required)

Don't have an account?

Register

Email (required)
New password (required)
Retype password (required) Password must be at least 8 characters
I accept the terms of use
terms of use

Thank You

Thank you for creating a MyAcademies account!

Enjoy free access to thousands of National Academies' publications, a 10% discount off every purchase, and build your personal library.

Forgot Password

Enter the email address for your MyAcademies (formerly MyNAP) account to receive password reset instructions.

Reset Requested

We sent password reset instructions to your email . Follow the link in that email to create a new password. Didn't receive it? Check your spam folder or contact us for assistance.

Reset Password

New password (required)
Retype password (required) Password must be at least 8 characters

Reset Password

Your password has been reset.

Log In

Verify email

Verify Your Email Address

We sent a verification link to your email. Please check your inbox (and spam folder) and follow the link to verify your email address. If you did not receive the email, you can request a new verification link below

Subscribe

First Name
Last Name
Email (required)
I agree to receive emails from the National Academies (required)

We respect your privacy and will never share your information.

Call to Action for Science Education

Featured publication

Description

Collaborators

Committee

Sponsors

Staff

Parent projects

Board on Science Education

Major units and sub-units

Contact

Contact us

Provide feedback

Request materials

More like this

Review of the draft United by Nature assessment

Modernizing Mathematics Education for Grades 9-14

Health Care Financing to Improve Availability of Affordable Contraception: Identifying Promising Practices

Transit Cooperative Research Program

Review of the draft United by Nature assessment

Modernizing Mathematics Education for Grades 9-14

Modernizing Mathematics Education for Grades 9-14

Prevention of and Response to Sexual Harassment in Higher Education: Tools for Department Chairs and Principal Investigators: A Workshop

Enhancing the Reach and Contributions of Informal STEM Learning

Additional materials

Publication information

Suggested citation

My Academies

Call to Action for Science Education

Dropdown items

Featured publication