are not necessarily linked to space science. There is evidence of this kind of pressure from schools in both NES and SEMAA. In such cases, NASA needs to be judicious in how to respond. For example, developing very general units on forces and motion or on ratio and proportion that are only superficially tied to the agency’s science and engineering activities through choice of examples is inappropriate. However, even when development might be tied directly to NASA-related experiences, such as the process of designing a spacecraft, partnerships should be used, and schools should be referred to other individuals or organizations who can more appropriately work with the demands of the general K-12 STEM curriculum. This is admittedly a difficult line to walk; however, in the context of limited resources for education at NASA, it is important to figure out how to do so.