ing the workshop) and eight project-related conference calls. Additional input was received from the report reviewers (listed on p. ix), whose task was to ensure that the report addresses the statement of task.
This report includes an executive summary, four chapters, and several appendixes. Chapter 2 provides a discussion of the arguments for and against developing content standards for engineering in K–12 education. In Chapter 3, the committee describes how current standards in other subjects may be leveraged to improve the quality and consistency of K–12 engineering education. Chapter 4 provides the committee’s conclusions and recommendations. Appendix A provides biographical information about committee members, Appendix B contains the commissioned papers, and Appendix C has the agenda for the July 2009 workshop.
This report should be of interest to a varied audience, including leaders in the K–12 STEM education community, STEM professional societies, policy makers at the state and federal levels, business and industry engaged in K–12 STEM education outreach, individuals and institutions responsible for teacher education and teacher professional development, and developers of curricula, assessments, and textbooks.
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