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Suggested Citation:"Front Matter." National Research Council. 2011. Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/13158.
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SUCCESSFUL K-12
STEM EDUCATION

Identifying Effective Approaches in Science,
Technology, Engineering, and Mathematics

Committee on Highly Successful Schools or Programs for K-12 STEM Education

Board on Science Education and Board on Testing and Assessment

Division of Behavioral and Social Sciences and Education

NATIONAL RESEARCH COUNCIL
                          OF THE NATIONAL ACADEMIES

THE NATIONAL ACADEMIES PRESS

Washington, D.C.

www.nap.edu

Suggested Citation:"Front Matter." National Research Council. 2011. Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/13158.
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THE NATIONAL ACADEMIES PRESS • 500 Fifth Street, N.W. • Washington, DC 20001

NOTICE: The project that is the subject of this report was approved by the Governing Board of the National Research Council, whose members are drawn from the councils of the National Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine. The members of the committee responsible for the report were chosen for their special competences and with regard for appropriate balance.

This study was supported by Grant Nos. DRL-1050545 and DRL-1063495 from the National Science Foundation. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the views of the organizations or agencies that provided support for the project.

International Standard Book Number-13: 978-0-309-21296-0
International Standard Book Number-10: 0-309-21296-0

Additional copies of this report are available from the National Academies Press, 500 Fifth Street, N.W., Lockbox 285, Washington, DC 20055; (800) 624-6242 or (202) 334-3313 (in the Washington metropolitan area); Internet, http://www.nap.edu.

Copyright 2011 by the National Academy of Sciences. All rights reserved.

Printed in the United States of America

Suggested citation: National Research Council. (2011). Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics. Committee on Highly Successful Science Programs for K-12 Science Education. Board on Science Education and Board on Testing and Assessment, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.

Suggested Citation:"Front Matter." National Research Council. 2011. Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/13158.
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THE NATIONAL ACADEMIES

Advisers to the Nation on Science, Engineering, and Medicine

The National Academy of Sciences is a private, nonprofit, self-perpetuating society of distinguished scholars engaged in scientific and engineering research, dedicated to the furtherance of science and technology and to their use for the general welfare. Upon the authority of the charter granted to it by the Congress in 1863, the Academy has a mandate that requires it to advise the federal government on scientific and technical matters. Dr. Ralph J. Cicerone is president of the National Academy of Sciences.

The National Academy of Engineering was established in 1964, under the charter of the National Academy of Sciences, as a parallel organization of outstanding engineers. It is autonomous in its administration and in the selection of its members, sharing with the National Academy of Sciences the responsibility for advising the federal government. The National Academy of Engineering also sponsors engineering programs aimed at meeting national needs, encourages education and research, and recognizes the superior achievements of engineers. Dr. Charles M. Vest is president of the National Academy of Engineering.

The Institute of Medicine was established in 1970 by the National Academy of Sciences to secure the services of eminent members of appropriate professions in the examination of policy matters pertaining to the health of the public. The Institute acts under the responsibility given to the National Academy of Sciences by its congressional charter to be an adviser to the federal government and, upon its own initiative, to identify issues of medical care, research, and education. Dr. Harvey V. Fineberg is president of the Institute of Medicine.

The National Research Council was organized by the National Academy of Sciences in 1916 to associate the broad community of science and technology with the Academy’s purposes of furthering knowledge and advising the federal government. Functioning in accordance with general policies determined by the Academy, the Council has become the principal operating agency of both the National Academy of Sciences and the National Academy of Engineering in providing services to the government, the public, and the scientific and engineering communities. The Council is administered jointly by both Academies and the Institute of Medicine. Dr. Ralph J. Cicerone and Dr. Charles M. Vest are chair and vice chair, respectively, of the National Research Council.

www.national-academies.org

Suggested Citation:"Front Matter." National Research Council. 2011. Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/13158.
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COMMITTEE ON HIGHLY SUCCESSFUL SCHOOLS OR PROGRAMS FOR K-12 STEM EDUCATION

ADAM GAMORAN (Chair), Department of Sociology and Wisconsin Center for Education Research, University of Wisconsin–Madison

JULIAN BETTS, Department of Economics, University of California, San Diego

JERRY P. GOLLUB, Natural Sciences and Physics Departments, Haverford College

GLENN “MAX” McGEE, Illinois Mathematics and Science Academy

MILBREY W. McLAUGHLIN, School of Education, Stanford University

BARBARA M. MEANS, Center for Technology in Learning, SRI International

STEVEN A. SCHNEIDER, Science, Technology, Engineering, and Mathematics Program, WestEd

JERRY D. VALADEZ, California State University, Fresno


MARTIN STORKSDIECK, Director, Board on Science Education

STUART ELLIOTT, Director, Board on Testing and Assessment

NATALIE NIELSEN, Study Director

MICHAEL FEDER, Study Director (until February 2011)

THOMAS E. KELLER, Senior Program Officer

REBECCA KRONE, Program Associate

Suggested Citation:"Front Matter." National Research Council. 2011. Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/13158.
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Suggested Citation:"Front Matter." National Research Council. 2011. Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/13158.
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Suggested Citation:"Front Matter." National Research Council. 2011. Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/13158.
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Suggested Citation:"Front Matter." National Research Council. 2011. Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/13158.
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Suggested Citation:"Front Matter." National Research Council. 2011. Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/13158.
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Suggested Citation:"Front Matter." National Research Council. 2011. Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/13158.
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Suggested Citation:"Front Matter." National Research Council. 2011. Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/13158.
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Science, technology, engineering, and mathematics (STEM) are cultural achievements that reflect our humanity, power our economy, and constitute fundamental aspects of our lives as citizens, consumers, parents, and members of the workforce. Providing all students with access to quality education in the STEM disciplines is important to our nation's competitiveness. However, it is challenging to identify the most successful schools and approaches in the STEM disciplines because success is defined in many ways and can occur in many different types of schools and settings. In addition, it is difficult to determine whether the success of a school's students is caused by actions the school takes or simply related to the population of students in the school.

Successful K-12 STEM Education defines a framework for understanding "success" in K-12 STEM education. The book focuses its analysis on the science and mathematics parts of STEM and outlines criteria for identifying effective STEM schools and programs. Because a school's success should be defined by and measured relative to its goals, the book identifies three important goals that share certain elements, including learning STEM content and practices, developing positive dispositions toward STEM, and preparing students to be lifelong learners. A successful STEM program would increase the number of students who ultimately pursue advanced degrees and careers in STEM fields, enhance the STEM-capable workforce, and boost STEM literacy for all students. It is also critical to broaden the participation of women and minorities in STEM fields.

Successful K-12 STEM Education examines the vast landscape of K-12 STEM education by considering different school models, highlighting research on effective STEM education practices, and identifying some conditions that promote and limit school- and student-level success in STEM. The book also looks at where further work is needed to develop appropriate data sources. The book will serve as a guide to policy makers; decision makers at the school and district levels; local, state, and federal government agencies; curriculum developers; educators; and parent and education advocacy groups.

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