Foundations of Data Science for Students in Grades K-12: Proceedings of a Workshop (2023)

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Foundations of Data Science for Students in Grades K–12 Erin Hammers Forstag, Rapporteur Board on Science Education Division of Behavioral and Social Sciences and Education Proceedings of a Workshop Prepublication copy, uncorrected proofs 

Prepublication copy, uncorrected proofs NATIONAL ACADEMIES PRESS 500 Fifth Street, NW, Washington, DC 20001 This activity was supported by contracts between the National Academy of Sciences and the Valhalla Foundation (unnumbered) and the President’s Committee Funds. 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. International Standard Book Number-13: 978-0-309-XXXXX-X International Standard Book Number-10: 0-309-XXXXX-X Digital Object Identifier: https://doi.org/10.17226/26852 This publication is available from the National Academies Press, 500 Fifth Street, NW, Keck 360, Washington, DC 20001; (800) 624-6242 or (202) 334-3313; http://www.nap.edu. Copyright 2023 by the National Academy of Sciences. National Academies of Sciences, Engineering, and Medicine and National Academies Press and the graphical logos for each are all trademarks of the National Academy of Sciences. All rights reserved. Printed in the United States of America. Suggested citation: National Academies of Sciences, Engineering, and Medicine. 2023. Foundation of Data Science for Students in Grades K–12: Proceedings of a Workshop. Washington, DC: The National Academies Press. https://doi.org/10.17226/26852. 

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Prepublication copy, uncorrected proofs PLANNING COMMITTEE FOR FOUNDATIONS OF DATA SCIENCE FOR STUDENTS IN GRADES K–12: A WORKSHOP NICHOLAS J. HORTON (Co-Chair), Amherst College MICHELLE H. WILKERSON (Co-Chair), University of California, Berkeley TAMARA L. CLEGG, University of Maryland ZAREK D. DROZDA, Director, Data Science 4 Everyone TIMOTHY E. ERICKSON, Epistemological Engineering HOLLYLYNNE STOHL LEE, North Carolina State University CAMILLIA MATUK, New York University LEIGH F. PEAKE, Gulf of Maine Research Institute AMY STEPHENS, Study Director, Board on Science Education JANET GAO, Program Officer, Board on Science Education LAUREN RYAN, Senior Program Assistant, Board on Science Education HEIDI SCHWEINGRUBER, Director, Board on Science Education v 

Prepublication copy, uncorrected proofs BOARD ON SCIENCE EDUCATION SUSAN R. SINGER (Chair), Vice President for Academic Affairs, Provost, Rollins College SUE ALLEN, Maine Mathematics and Science Alliance MEGAN BANG, Learning Sciences, Northwestern University VICKI L. CHANDLER, Provost, Minerva Schools at Keck Graduate Institute SUNITA V. COOKE, Superintendent and President, MiraCosta College MAYA M. GARCIA, Science Content Specialist, Colorado Department of Education RUSH HOLT, CEO Emeritus, American Association for the Advancement of Science TONYA MATTHEWS, CEO, International African American Museum WILLIAM PENUEL, School of Education, 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, Social Theory and Social Action, Swarthmore College MARCY H. TOWNS, Bodner-Honig Professor of Chemistry, Purdue University DARRYL N. WILLIAMS, Senior Vice President, Science and Education, The Franklin Institute HEIDI SCHWEINGRUBER, Director vi 

Prepublication copy, uncorrected proofs Acknowledgments This Proceedings of a Symposium 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 proceedings as sound as possible and to ensure that it meets the institutional standards for quality, objectivity, evidence, and responsiveness to the charge. The review comments and draft manuscript remain confidential to protect the integrity of the process. We thank the following individuals for their review of this proceedings: Andres Henriquez, Education Development Center, Inc., Rachel Levy, North Carolina State University, and Andee Rubin, TERC. Although the reviewers listed above provided many constructive comments and suggestions, they were not asked to endorse the content of the proceedings nor did they see the final draft before its release. The review of this proceedings was overseen by Marcia C. Linn, University of California, Berkeley. She was responsible for making certain that an independent examination of this proceedings was carried out in accordance with standards of the National Academies and that all review comments were carefully considered. Responsibility for the final content rests entirely with the rapporteurs and the National Academies. vii 

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Prepublication copy, uncorrected proofs Contents 1 INTRODUCTION 1 Report Organization, 5 2 VISION FOR K–12 DATA SCIENCE EDUCATION AND OUTCOMES 5 Creating A Vision of “High-Quality” K–12 Data Science Education, 5 A Vision for K–12 Data Science Learning and Outcomes, 9 3 CURRENT LANDSCAPE OF DATA SCIENCE EDUCATION 16 Hearing from Practice, 16 Contextual Factors for K–12 Data Science Education, 23 Integration into Other Content Areas, 29 4 SUPPORTING IMPLEMENTATION: TOOLS, RESOURCES, AND TEACHER PREPARATION 37 Tools and Resources, 37 Teacher Preparation, 44 5 LOOKING FORWARD 49 Research, 49 Funding, 52 Reflections, 54 REFERENCES 57 APPENDIXES A Workshop Agenda 58 B Biographies of Committee Members and Presenters 63 C Submitted Cases 75 ix