Equity in K-12 STEM Education: Framing Decisions for the Future (2025)
Chapter: Front Matter
Consensus Study Report
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This activity was supported by contracts between the National Academy of Sciences and National Academy of Sciences Thomas Lincoln Casey Fund, National Academy of Sciences W.K. Kellogg, National Aeronautics and Space Administration (NNH17CB02B/80HQTR21F0122), National Science Foundation (DRL-2113927), Samueli Foundation (unnumbered), William and Flora Hewlett Foundation (2019-9355 and 2021-3252), and William T. Grant Foundation (201386). Any opinions, findings, conclusions, or recommendations expressed in this publication do not necessarily reflect the views of any organization or agency that provided support for the project.
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Suggested citation: National Academies of Sciences, Engineering, and Medicine. 2025. Equity in K–12 STEM Education: Framing Decisions for the Future. Washington, DC: National Academies Press. https://doi.org/10.17226/26859.
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COMMITTEE ON EQUITY IN PREK–12 STEM EDUCATION
EILEEN R. PARSONS (Chair), Professor Emerita of Science Education, University of North Carolina at Chapel Hill
MEGAN E. BANG, Professor of Learning Sciences and Psychology, Northwestern University
COURTNEY A. BELL, Professor of Learning Sciences, University of Wisconsin-Madison
MARTA CIVIL, Professor, University of Arizona
GUDIEL R. CROSTHWAITE, Superintendent, Lynwood Unified School District, Lynwood, California
MAISIE L. GHOLSON, Associate Professor, University of Michigan
STEFANIE L. MARSHALL, Assistant Professor, Michigan State University
WILLIAM R. PENUEL, Professor of Learning Sciences and Human Development, University of Colorado-Boulder
THOMAS PHILIP, Professor, University of California-Berkeley
CATHERINE RIEGLE-CRUMB, Professor of STEM Education, University of Texas at Austin
JEAN RYOO, Director of Research, UCLA Computer Science Equity Project
SHAWN SHEEHAN, Assistant Principal, Lewisville Independent School District, Lewisville, Texas
CARRIE TZOU, Professor of Science Education, University of Washington-Bothell
SEPEHR VAKIL, Associate Professor, Northwestern University
SHIRIN VOSSOUGHI, Associate Professor of Learning Sciences, Northwestern University
CHRISTOPHER WRIGHT, Associate Professor in Science Education, Drexel University
Study Staff
KENNE A. DIBNER, Study Director
LETICIA GARCILAZO GREEN, Associate Program Officer
BRITTANI SHORTER, Senior Program Assistant
TIFFANY E. TAYLOR, Senior Program Officer
HEIDI SCHWEINGRUBER, Board Director, Board on Science Education
BOARD ON SCIENCE EDUCATION
SUSAN R. SINGER (Chair), President, St. Olaf’s College
SUE ALLEN, Senior Research Scientist, Maine Mathematics and Science Alliance
MEGAN BANG, Professor of Learning Sciences and Psychology, Northwestern University
VICKI L. CHANDLER, Provost, Minerva Schools at Keck Graduate Institute
KIRSTEN ELLENBOGEN, President and CEO, Great Lakes Science Center
MAYA M. GARCIA, Science Content Specialist, Colorado Department of Education
DAVID GOLDSTON, Director, MIT Washington Office
G. PETER LAPAGE, Andrew H. and James S. Tisch Distinguished University Professor of Physics, Emeritus, Cornell University
WILLIAM PENUEL, Professor of Learning Sciences and Human Development, University of Colorado Boulder
STEPHEN L. PRUITT, President, Southern Regional Education Board
K. RENAE PULLEN, K–6 Science Curriculum Instructional Specialist, Caddo Parish Schools, Louisiana
K. ANN RENNINGER, Dorwin P. Cartwright Professor of Social Theory and Social Action, Swarthmore College
FRANCISCO RODRIGUEZ, Chancellor, Los Angeles Community College District
MARCY H. TOWNS, Bodner-Honig Professor of Chemistry, Purdue University
DARRYL N. WILLIAMS, Senior Vice President, Science and Education, The Franklin Institute
Staff
HEIDI SCHWEINGRUBER, Director
AMY STEPHENS, Associate Director
About the Cover
Oil/mixed media created by Joseph Holston
In keeping with the messages in this report, the image on the cover depicts two young Black girls admiring the painting entitled Facing the Future. This painting was created for the Jacob Lawrence Migration Series entitled And the Migrants Keep Coming. The artists featured in this series were asked “to share a work that builds upon Jacob Lawrence’s visual narrative while illuminating the rich tapestry of the migration experience.”
In Holston’s work, he depicts the following message:
What does it take for me—black boy, black girl—to get ahead, when even at home every kid in the world is my competition? My ancestors escaped slavery, migrated north—for a chance at a better life. But I still am left behind. Weak schools? Poverty? Racism? In an ever-churning global talent pool, I still struggle to be seen. Everybody has a story. More of us than ever are searching for that elusive better life. It’s still just out of reach. I will stay focused. I will do what I have to do.
These two Black girls also have a story to be written. Representative of young people worldwide, these girls and their peers deserve opportunity, resources, and access to a STEM education worthy of their promise.
The Committee on Equity in PreK–12 STEM Education wishes to extend its sincere gratitude to Joseph and Sharon Holston for their permission in sharing this painting with us, and the world. The committee also thanks Jordyn White and her daughters, Aryn and Ryan, for their participation in creating this cover image.
Reviewers
This Consensus Study Report was reviewed in draft form by individuals chosen for their diverse perspectives and technical expertise. The purpose of this independent review is to provide candid and critical comments that will assist the National Academies of Sciences, Engineering, and Medicine in making each published report as sound as possible and to ensure that it meets the institutional standards for quality, objectivity, evidence, and responsiveness to the study charge. The review comments and draft manuscript remain confidential to protect the integrity of the deliberative process.
We thank the following individuals for their review of this report:
Although the reviewers listed above provided many constructive comments and suggestions, they were not asked to endorse the conclusions or recommendations of this report nor did they see the final draft before its release. The review of this report was overseen by JACQUELINE JONES, President & CEO (Retired), Foundation for Child Development, and EVE J. HIGGINBOTHAM, Perelman School of Medicine, University of Pennsylvania. They were responsible for making certain that an independent examination of this report was carried out in accordance with the standards of the National Academies and that all review comments were carefully considered. Responsibility for the final content rests entirely with the authoring committee and the National Academies.
Acknowledgments
The Committee on Equity in PreK–12 STEM Education was tasked with authoring a report that provides both immediate and long-term guidance for educators, policymakers, and other stakeholders looking to support equity in PreK–12 STEM education. To achieve this task, this committee took on the herculean responsibility of synthesizing myriad bodies of literature to support the development of meaningful recommendations. A number of individuals devoted time and energy to advancing this work, and we owe a sincere debt of gratitude to all involved.
First, we wish to extend a thank you to our phenomenal sponsors for their willingness to support this project. In particular, we thank Angela DeBarger of the Hewlett Foundation, whose early sponsorship of this project was a signal to the field that this report could have value. We also thank Jolene Jesse of the National Science Foundation, Kristen Erickson and Lin Chambers of NASA, Michelle Freeman of the Samueli Foundation, and Jenny Irons of the W.T. Grant Foundation. We are profoundly grateful for their support.
We also wish to extend our thanks for the contributions of the many scholars who presented to the committee so that we might bring in outside expertise: your insights were invaluable, and each presentation informed our thinking in some way. In particular, we extend our sincere gratitude to Michael Lach, Superintendent of Hinsdale Township High School District 86 in Illinois, who offered deeply constructive feedback on an early draft.
The committee wishes to extend its gratitude to the staff of the Division of Behavioral and Social Sciences and Education (DBASSE), in particular to Heidi Schweingruber, director of the Board on Science Education, who is
quick to roll up her sleeves in pursuit of the highest quality report, and who helmed much of the work necessary to bring the report to fruition. To Leticia Garcilazo Green, who in her capacity as an associate program officer, has contributed her inestimable expertise to every facet of this project from start to finish. She is both a valued thought partner and a trusted colleague, and the definition of a joy to work with. To Tiffany Taylor, whose early leadership and planning of our Regional Expert Consultation events allowed for unparalleled insight into how equity in STEM education looks in practice, and who passed the baton to Janet Gao for her later leadership of those visits. To Brittani Shorter, whose administrative leadership smoothed the way for this report. To Kirsten Sampson Snyder of the DBASSE staff who deftly guided us through the National Academies review process, and Laura Yoder who provided invaluable editorial assistance. To Bea Porter of the DBASSE staff who oversaw the production of the report.
Finally, the committee wishes to thank Dr. Eileen Parsons, study chair, for her leadership of a complex project. Dr. Parsons was tasked with the considerable challenge of bringing multiple, often conflicting perspectives toward shared understanding. Her unyielding patience and thoughtfulness set the tone for our eventual work, and we are thoroughly grateful for her service to this committee.
It is impossible to overstate how much care and effort went into producing this report. We are profoundly grateful to everyone who had hands on bringing it into the world. It is our sincere hope that our final product serves the needs of the legions of tireless educators in their ongoing efforts to provide high-quality STEM learning experiences for all students.
Kenne A. Dibner, Study Director
Committee on Equity in PreK–12 STEM Education
3 Key Elements of the U.S. Education System
THE NESTED LAYERS OF THE U.S. EDUCATION SYSTEM
HOW POLICY OPERATES ACROSS THE EDUCATION SYSTEM
4 An Overview of Broad Patterns of Inequality in PreK–12 STEM Educational Outcomes
DATA RELATED TO ACHIEVEMENT TEST SCORES
DIFFERENCES IN ACCESS AND OPPORTUNITIES TO LEARN STEM CONTENT IN K–12 SCHOOLS
INEQUITIES IN INSTRUCTION AND OPPORTUNITIES FOR STUDENT AND TEACHER LEARNING
INEQUITIES OF OPPORTUNITY IN OUT-OF-SCHOOL LEARNING
TOWARD NEW SYSTEMS FOR ASSESSING THE STATE OF STEM EDUCATION
CENTERING THE PERSPECTIVES OF CHILDREN AND YOUTH
ILLUMINATING BARRIERS TO EQUITABLE STEM EDUCATION
STORIES, MESSAGES, AND MYTHS IN STEM
CHILDREN’S RESOURCES FOR LEARNING AND HOW THEY ARE VALUED
CHILDREN AS CULTURAL AND POLITICAL ACTORS IN STEM
SOCIAL STRUCTURES AND POWER IN STEM EDUCATION
A NOTE ON TEACHERS AND SIGNIFICANT ADULTS IN SUPPORTING EQUITY IN CHILDREN’S WORLDS
TOWARD AN ECOLOGICALLY COMPLEX, CHILD-CENTERED EQUITY IN STEM EDUCATION
6 Approaches to Equity Through the Lens of Decision Making: Five Frames
FIVE FRAMES FOR DECISION MAKING FOR EQUITY IN STEM EDUCATION
USING FRAMES TO PROMOTE EQUITY AND JUSTICE IN STEM EDUCATION
ANTI-EQUITY AND NON-EQUITY FRAMES
HYPOTHETICAL SCENARIOS OF STRATEGIC FRAMING IN ACTION
DEFICIT PERSPECTIVES AND LEARNING IN SCHOOL
PARADIGM SHIFTS IN CONCEPTIONS OF HUMAN LEARNING
EXPANDING IDEAS ABOUT LEARNING IN THE STEM DISCLIPINES IN SCHOOL
TRANSFORMING LEARNING OPPORTUNITIES IN STEM
WHAT CAN EQUITY-ORIENTED TEACHING LOOK LIKE?
SUPPORTING EQUITY-ORIENTED TEACHING THROUGH PEDAGOGICAL MODELS
SHIFTING INSTRUCTION IN A COMPLEX SYSTEM
9 Developing Teaching Practices Toward Equity
COMPETENCIES FOR TEACHING TOWARD EQUIITY IN STEM
TEACHING PRACTICE DEVELOPS WITHIN COMPLEX SYSTEMS
10 Instructional Materials, Time, and Resources
INSTRUCTIONAL MATERIALS AND EQUITY IN STEM EDUCATION
11 Supporting Equitable Pathways in STEM Learning
HOW CAN DISTRICT, SCHOOL, AND COMMUNITY LEADERS EXPAND PATHWAYS?
12 Vision, Recommendations, and Future Research
RESEARCH FOR AN EQUITABLE STEM FUTURE
TOWARD A MORE JUST AND EQUITABLE FUTURE
Appendix A Testimony Before the Committee on Equity in PreK–12 Education
Appendix B Regional Expert Consultations
Boxes, Figures, Tables, and Vignettes
BOXES
2-1 Confronting the Troubling History of the United States
4-1 Patterns of Segregation by Income and Race
4-2 Students with Disabilities
4-3 Inequities in Rural Settings
7-1 How Research on Learning and Academic Achievement Has Reinforced Deficit Perspectives
7-2 Learning Together: Jason and Jackie
8-1 Pedagogical Models for Equitable STEM Instruction
8-2 Developing Culturally Responsive Assessments for High School Physics
8-3 Wright and Delgado’s Six Constructs of Gender and Sexual Diversity in STEM Education (2023)
9-1 Developing Interpretive Power to See and Value Students’ Ideas in Elementary Science
9-2 The Family Leadership Design Collaborative
10-1 How Instructional Materials Are Adopted Across All 50 States
10-2 EdReports Review Criteria with Connections to Equity
10-4 Technological Resources: Why Access Is Not Enough to Achieve Equity
11-1 Potential Actions to Address Inequities in Advanced Coursework
11-3 External Partnerships: Connecting Youth to Communities
FIGURES
3-1 The layers of governance and policy domains of the U.S. education system
7-1 Life-long and life-wide learning
9-1 Justice-centered ambitious science teaching
9-2 The four principles of connective and productive disciplinary engagement
TABLES
5-1 Themes of Discouragement When Engaging in STEM Contexts
6-1 Summary of Key Features of Gap Closing Frame
6-2 Summary of Key Features of Expanding Opportunity Frame
6-3 Summary of Key Features of Embracing Heterogeneity Frame
6-4 Summary of Key Features of the Justice Frame
6-5 Summary of Key Features of the Envisioning New Futures Frame
8-1 Gender and Sexual Diversity Inclusive STEM Education Constructs
10-1 Factors Shaping Teachers’ Adaptations of Curriculum Materials
10-2 Guiding Questions for Curriculum Materials Based on Equity-Focused Approaches to Learning
10-4 Availability of Instructional Resources in Science Classes, by HUS Quartile
10-5 Availability of Laboratory Facilities in Science Classes, by HUS Quartile
10-6 Adequacy of Resources for Mathematics Instruction, by HUS Quartile
VIGNETTES
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Preface
Consensus committees at the National Academies of Sciences, Engineering, and Medicine are firmly bound to addressing a short but instructive statement of task. These directives are designed to help committees seek out and assess evidence on particular topics. Statements of task narrow the committee’s attention by establishing parameters for its work, and by influencing how a committee gathers evidence, engages with the field, and constructs its eventual report. Committees are asked to address the statement of task but not go beyond it. For the purposes of generating actionable recommendations, they are obliged to consider the available scholarly and practice evidence in a field, making judgments on what is relevant, and synthesize what is known (and not known) in a given arena.
The task at hand for the Committee on Equity in PreK–12 STEM Education was complex, given that an agreed upon and common understanding of what equity is does not exist in practice, policy, or research. Although the sociopolitical contexts of 2020 (in which the charge and the composition of the committee were established) and the sociopolitical contexts of 2023 (in which the committee’s work neared completion) were quite different, these differences did not impact the evidence collected and assessed. However, the changing conditions around equity did amplify the complexities of developing actionable recommendations for diverse stakeholders. Meeting the charge laid out before us turned out to be extremely challenging.
As we began our work together, numerous questions emerged; some directly related to equity and some that seemed to be equity adjacent. In a
report that is not a living, dynamic document and that must have a final page to conclude it, which questions get addressed, to what degree, and why these questions and not others? How does a report required to examine evidence convey such evidence to diverse audiences with varying and conflicting views on equity? Because a general consensus around equity did not exist within the committee at the outset, who decides what warrants inclusion, and whose voices are elevated and validated? What recommendations can the committee make that have some probability of being taken up at significant scale and substantive ways when equity is under attack, as it has been for most of the nation’s existence? How does the expert committee address a topic that is critical to the nation, essential to its democratic ideals, and crucial to its present and future progress and prosperity? Managing a host of contentions, like those insinuated in the previously articulated questions, the committee wholeheartedly engaged the charge, broaching it from diverse and sometimes opposing perspectives, but finding commonality in our passion for and belief in equity and a more equitable system of STEM education in the United States for the nation’s children and youth.
Despite the challenge of addressing this statement of task, the resulting consensus study was made possible by the unwavering commitment of the committee, the generosity of researchers and practitioners who discussed their insights with the committee, the selfless sharing of the communities the committee visited, and the exemplary support provided by the National Academies. The 18-month process involved reviewing and examining various types of evidence, considering conceptual frameworks and theories, and engaging with and responding to a range of voices on equity as it is experienced by human beings in PreK–12 STEM education. In this report, the committee entertains equity across time horizons of past, present, and future; considers action on equity from the vantage points of short term, mid term, and long term; and contemplates equity from various loci (individuals, communities, institutions, and systems). The committee made difficult choices in attending to the complexities of equity in PreK–12 STEM education with the desire for the consensus study to catalyze more substantive and enduring action around equity. Undoubtedly, actions that steer the constellations of policies, practices, and people impacting children’s and youth’s STEM educational experiences toward greater equity are always difficult, especially in the current climate. The past and present show that equity work is imperative for a better future, but progress is plausible only if we persist.
Eileen R. Parsons, Chair
Committee on Equity in PreK–12 STEM Education
