TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Elizabeth A. Davis A2 - Amy Stephens TI - Science and Engineering in Preschool Through Elementary Grades: The Brilliance of Children and the Strengths of Educators SN - DO - 10.17226/26215 PY - 2022 UR - https://nap.nationalacademies.org/catalog/26215/science-and-engineering-in-preschool-through-elementary-grades-the-brilliance PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Starting in early childhood, children are capable of learning sophisticated science and engineering concepts and engage in disciplinary practices. They are deeply curious about the world around them and eager to investigate the many questions they have about their environment. Educators can develop learning environments that support the development and demonstration of proficiencies in science and engineering, including making connections across the contexts of learning, which can help children see their ideas, interests, and practices as meaningful not just for school, but also in their lives. Unfortunately, in many preschool and elementary schools science gets relatively little attention compared to English language arts and mathematics. In addition, many early childhood and elementary teachers do not have extensive grounding in science and engineering content. Science and Engineering in Preschool through Elementary Grades provides evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction that supports the success of all students. This report evaluates the state of the evidence on learning experiences prior to school; promising instructional approaches and what is needed for implementation to include teacher professional development, curriculum, and instructional materials; and the policies and practices at all levels that constrain or facilitate efforts to enhance preschool through elementary science and engineering. Building a solid foundation in science and engineering in the elementary grades sets the stage for later success, both by sustaining and enhancing students' natural enthusiasm for science and engineering and by establishing the knowledge and skills they need to approach the more challenging topics introduced in later grades. Through evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction, this report will help teachers to support the success of all students. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine TI - A Pragmatic Future for NAEP: Containing Costs and Updating Technologies SN - DO - 10.17226/26427 PY - 2022 UR - https://nap.nationalacademies.org/catalog/26427/a-pragmatic-future-for-naep-containing-costs-and-updating-technologies PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - The National Assessment of Educational Progress (NAEP) - often called "The Nation's Report Card" - is the largest nationally representative and continuing assessment of what students in public and private schools in the United States know and can do in various subjects and has provided policy makers and the public with invaluable information on U.S. students for more than 50 years. Unique in the information it provides, NAEP is the nation's only mechanism for tracking student achievement over time and comparing trends across states and districts for all students and important student groups (e.g., by race, sex, English learner status, disability status, family poverty status). While the program helps educators, policymakers, and the public understand these educational outcomes, the program has incurred substantially increased costs in recent years and now costs about $175.2 million per year. A Pragmatic Future for NAEP: Containing Costs and Updating Technologies recommends changes to bolster the future success of the program by identifying areas where federal administrators could take advantage of savings, such as new technological tools and platforms as well as efforts to use local administration and deployment for the tests. Additionally, the report recommends areas where the program should clearly communicate about spending and undertake efforts to streamline management. The report also provides recommendations to increase the visibility and coherence of NAEP's research activities. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Erin Hammers Forstag TI - Taking Stock of Science Standards Implementation: Proceedings of a Virtual Summit SN - DO - 10.17226/26549 PY - 2022 UR - https://nap.nationalacademies.org/catalog/26549/taking-stock-of-science-standards-implementation-proceedings-of-a-virtual PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - On October 14 and 15, and December 8, 2021, the Board on Science Education at the National Academies of Sciences, Engineering, and Medicine held a virtual Summit entitled Taking Stock of Science Standards Implementation. Participants explored the landscape of state science standards implementation, identified where there have been successes and challenges, and determined next steps and the resources needed for continuing or re-invigorating implementation efforts. This publication summarizes the presentations and discussion of the event. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Olujimi Ajijola A2 - Charles R. Bridges, Jr. A2 - Lynne M. Holden A2 - Paula Whitacre A2 - Cato T. Laurencin TI - Educational Pathways for Black Students in Science, Engineering, and Medicine: Exploring Barriers and Possible Interventions: Proceedings of a Workshop SN - DO - 10.17226/26391 PY - 2022 UR - https://nap.nationalacademies.org/catalog/26391/educational-pathways-for-black-students-in-science-engineering-and-medicine PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Academic preparation is critical to increase Black representation in Science, Engineering, and Medicine, but so, too, are such interrelated factors as providing mentoring and role models in sufficient numbers, adequately funding school and community support services, and analyzing the intentional and unintentional consequences of a range of policies and practices. To address these issues, the Roundtable on Black Men and Black Women of the National Academies of Sciences, Engineering, and Medicine convened a virtual workshop on September 2 and 3, 2020. Titled "Educational Pathways for Blacks in Science, Engineering, and Medicine: Exploring Barriers and Possible Interventions," the workshop provided a platform to explore challenges and opportunities, beginning in the earliest years of life through K-12 schooling, undergraduate and postgraduate education, and into the workforce. Presenters throughout the workshop provided perspectives from research and from their own experiences to discuss the need for systemic solutions inside and outside of formal education institutions. This publication summarizes the presentation and discussion of the workshop. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Adam Gamoran A2 - Kenne Dibner TI - The Future of Education Research at IES: Advancing an Equity-Oriented Science SN - DO - 10.17226/26428 PY - 2022 UR - https://nap.nationalacademies.org/catalog/26428/the-future-of-education-research-at-ies-advancing-an-equity PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - In 2002 Congress passed the Education Sciences Reform Act of 2002 (ESRA), authorizing the creation of the Institute of Education Sciences (IES) as the research, evaluation, statistics, and assessment arm of the Department of Education, and crystallizing the federal government's commitment to providing national leadership in expanding fundamental knowledge and understanding of education from early childhood through postsecondary study. IES shares information on the condition and progress of education in the United States, including early childhood education and special education; educational practices that support learning and improve academic achievement and access to educational opportunities for all students; and the effectiveness of federal and other education programs. In response to a request from the Institute of Education Sciences, this report provides guidance on the future of education research at the National Center for Education Research and the National Center for Special Education Research, two centers directed by IES. This report identifies critical problems and issues, new methods and approaches, and new and different kinds of research training investments. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Larry Hedges A2 - Melissa Chiu A2 - Celeste Stone A2 - Bradford Chaney A2 - Nancy Kirkendall TI - A Vision and Roadmap for Education Statistics SN - DO - 10.17226/26392 PY - 2022 UR - https://nap.nationalacademies.org/catalog/26392/a-vision-and-roadmap-for-education-statistics PB - The National Academies Press CY - Washington, DC LA - English KW - Behavioral and Social Sciences KW - Education AB - The education landscape in the United States has been changing rapidly in recent decades: student populations have become more diverse; there has been an explosion of data sources; there is an intensified focus on diversity, equity, inclusion, and accessibility; educators and policy makers at all levels want more and better data for evidence-based decision making; and the role of technology in education has increased dramatically. With awareness of this changed landscape the Institute of Education Sciences at the U.S. Department of Education asked the National Academies of Sciences, Engineering, and Medicine to provide a vision for the National Center for Education Statistics (NCES)—the nation's premier statistical agency for collecting, analyzing, and disseminating statistics at all levels of education. A Vision and Roadmap for Education Statistics (2022) reviews developments in using alternative data sources, considers recent trends and future priorities, and suggests changes to NCES's programs and operations, with a focus on NCES's statistical programs. The report reimagines NCES as a leader in the 21st century education data ecosystem, where it can meet the growing demands for policy-relevant statistical analyses and data to more effectively and efficiently achieve its mission, especially in light of the Foundations for Evidence-Based Policymaking Act of 2018 and the 2021 Presidential Executive Order on advancing racial equity. The report provides strategic advice for NCES in all aspects of the agency's work including modernization, stakeholder engagement, and the resources necessary to complete its mission and meet the current and future challenges in education. ER -