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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2023. Foundations of Data Science for Students in Grades K-12: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26852.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2023. Foundations of Data Science for Students in Grades K-12: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26852.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2023. Foundations of Data Science for Students in Grades K-12: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26852.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2023. Foundations of Data Science for Students in Grades K-12: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26852.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2023. Foundations of Data Science for Students in Grades K-12: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26852.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2023. Foundations of Data Science for Students in Grades K-12: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26852.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2023. Foundations of Data Science for Students in Grades K-12: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26852.
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Page viii Cite
Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2023. Foundations of Data Science for Students in Grades K-12: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26852.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2023. Foundations of Data Science for Students in Grades K-12: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26852.
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Below is the uncorrected machine-read text of this chapter, intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text of each book. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.

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.

Prepublication copy, uncorrected proofs The National Academy of Sciences was established in 1863 by an Act of Congress, signed by President Lincoln, as a private, nongovernmental institution to advise the nation on issues related to science and technology. Members are elected by their peers for outstanding contributions to research. Dr. Marcia McNutt is president. The National Academy of Engineering was established in 1964 under the charter of the National Academy of Sciences to bring the practices of engineering to advising the nation. Members are elected by their peers for extraordinary contributions to engineering. Dr. John L. Anderson is president. The National Academy of Medicine (formerly the Institute of Medicine) was established in 1970 under the charter of the National Academy of Sciences to advise the nation on medical and health issues. Members are elected by their peers for distinguished contributions to medicine and health. Dr. Victor J. Dzau is president. The three Academies work together as the National Academies of Sciences, Engineering, and Medicine to provide independent, objective analysis and advice to the nation and conduct other activities to solve complex problems and inform public policy decisions. The National Academies also encourage education and research, recognize outstanding contributions to knowledge, and increase public understanding in matters of science, engineering, and medicine. Learn more about the National Academies of Sciences, Engineering, and Medicine at www.nationalacademies.org.

Prepublication copy, uncorrected proofs Consensus Study Reports published by the National Academies of Sciences, Engineering, and Medicine document the evidence-based consensus on the study’s statement of task by an authoring committee of experts. Reports typically include findings, conclusions, and recommendations based on information gathered by the committee and the committee’s deliberations. Each report has been subjected to a rigorous and independent peer-review process and it represents the position of the National Academies on the statement of task. Proceedings published by the National Academies of Sciences, Engineering, and Medicine chronicle the presentations and discussions at a workshop, symposium, or other event convened by the National Academies. The statements and opinions contained in proceedings are those of the participants and are not endorsed by other participants, the planning committee, or the National Academies. Rapid Expert Consultations published by the National Academies of Sciences, Engineering, and Medicine are authored by subject-matter experts on narrowly focused topics that can be supported by a body of evidence. The discussions contained in rapid expert consultations are considered those of the authors and do not contain policy recommendations. Rapid expert consultations are reviewed by the institution before release. For information about other products and activities of the National Academies, please visit www.nationalacademies.org/about/whatwedo.

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

Prepublication copy, uncorrected proofs

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

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On September 13 and 14, 2022, the Board on Science Education at the National Academies of Sciences, Engineering, and Medicine held a workshop entitled Foundations of Data Science for Students in Grades K–12. Speakers and participants explored the rapidly growing field of K-12 data science education, by surveying the current landscape, surfacing what is known, and identifying what is needed to support student learning, develop curriculum and tools, and prepare educators. To support these conversations, four papers were commissioned and discussed during the workshop. This publication summarizes the presentations and discussion of the workshop.

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