ACKNOWLEDGMENTS

This report has been made possible by the important contributions of many individuals and organizations. First, we acknowledge the sponsorship of the National Science Foundation, and especially the steadfast support of Janice Earle, program director in the Education and Human Resources Directorate.

The committee also thanks the National Research Council (NRC) staff of the Board on Science Education and the Board on Testing and Assessment who worked on this project: board directors Martin Storksdieck and Stuart Elliott for providing valuable oversight and general wisdom during the committee deliberations and report writing; senior program officer Natalie Nielsen, who served as the study director, for her superb accomplishments and tireless efforts in taking the committee’s ruminations and transforming them into coherent prose; and program associate Rebecca Krone for her unparalleled organizing skills and consummate professionalism. We also thank Mac Hird for providing research assistance during his summer internship, and NRC staff Eugenia Grohman for editing the report, Kirsten Sampson Snyder for shepherding it through the review process, and Yvonne Wise for facilitating its production.

This report has been reviewed in draft form by individuals chosen for their diverse perspectives and technical expertise, in accordance with procedures approved by the NRC’s Report Review Committee. The purpose of this independent review is to provide candid and critical comments that will assist the institution in making its published report as sound as possible and to ensure that the report meets institutional standards for objectivity, evidence, and responsiveness to the study charge. The review comments and draft manuscript remain confidential to protect the integrity of the deliberative process.

We thank the following individuals for their review of this report: Elaine Allensworth, Chicago Consortium of School Research, The University of Chicago; Deborah Loewenberg Ball, School of Education and Institute for Social Research, University of Michigan; William B. Bridges, School of Engineering, Emeritus, California Institute of Technology; Gail Burd, Department of Molecular and Cellular Biology, University of Arizona; Margaret E. Goertz, Graduate School of Education, University of Pennsylvania; Joan Herman, Center for Research on Evaluation, Standards, and Student Testing, University of California, Los Angeles; John G. Hildebrand, Department of Neuroscience, School of Mind, Brain, and Behavior, University of Arizona; Sharon Lohr, Survey Methods Unit, Westat, Rockville, Maryland; Jonathan Osborne, Graduate School of Education, Stanford University; Steven A. Schneider, Science, Technology, Engineering, and Mathematics, WestEd, Redwood City, California; Jerry D. Valadez, Central Valley Science Project, California State University, Fresno; Matthias Von Davier, Research and Development Division, Educational Testing Service, Princeton, New Jersey; Iris R. Weiss, Office of President, Horizon Research, Inc., Chapel Hill, North Carolina.



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Acknowledgments T his report has been made possible by the important contributions of many individu- als and organizations. First, we acknowledge the sponsorship of the National Science Foundation, and especially the steadfast support of Janice Earle, program director in the Education and Human Resources Directorate. The committee also thanks the National Research Council (NRC) staff of the Board on Science Education and the Board on Testing and Assessment who worked on this project: board directors Martin Storksdieck and Stuart Elliott for providing valuable oversight and general wisdom during the committee deliberations and report writing; senior program officer Natalie Nielsen, who served as the study director, for her superb accomplishments and tireless efforts in taking the committee’s ruminations and transforming them into coherent prose; and program associate Rebecca Krone for her unparalleled organizing skills and consummate professionalism. We also thank Mac Hird for providing research assistance during his summer internship, and NRC staff Eugenia Grohman for editing the report, Kirsten Sampson Snyder for shepherding it through the review process, and Yvonne Wise for facilitating its production. This report has been reviewed in draft form by individuals chosen for their diverse perspectives and technical expertise, in accordance with procedures approved by the NRC’s Report Review Committee. The purpose of this independent review is to provide candid and critical comments that will assist the institution in making its published report as sound as possible and to ensure that the report meets institutional standards for objectivity, evidence, and responsiveness to the study charge. The review comments and draft manuscript remain confidential to protect the integrity of the deliberative process. We thank the following individuals for their review of this report: Elaine Allensworth, Chicago Consortium of School Research, The University of Chicago; Deborah Loewenberg Ball, School of Education and Institute for Social Research, University of Michigan; William B. Bridges, School of Engineering, Emeritus, California Institute of Technology; Gail Burd, Department of Molecular and Cellular Biology, University of Arizona; Margaret E. Goertz, Graduate School of Education, University of Pennsylvania; Joan Herman, Center for Research on Evaluation, Standards, and Student Testing, University of California, Los Angeles; John G. Hildebrand, Department of Neuroscience, School of Mind, Brain, and Behavior, University of Arizona; Sharon Lohr, Survey Methods Unit, Westat, Rockville, Maryland; Jonathan Osborne, Graduate School of Education, Stanford University; Steven A. Schneider, Science, Technology, Engineering, and Mathematics, WestEd, Redwood City, California; Jerry D. Valadez, Central Valley Science Project, California State University, Fresno; Matthias Von Davier, Research and Development Division, Educational Testing Service, Princeton, New Jersey; Iris R. Weiss, Office of President, Horizon Research, Inc., Chapel Hill, North Carolina. 54 R02309 Monitoring K–12 STEM Ed-PRF3.indd 54 3/13/13 2:05 PM

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Monitoring Progress Toward Successful K-12 STEM Education Although the reviewers listed have provided many constructive comments and suggestions, they were not asked to endorse the conclusions or recommendations nor did they see the final draft of the report before its release. The review of this report was overseen by Stephen E. Fienberg, Department of Statistics, Carnegie Mellon University, and Lauress L. Wise, Education Policy Impact Center, HumRRO, Monterey, California. Appointed by the NRC, they were responsible for making certain that an independent examination of this report was carried out in accordance with institutional procedures and that all review comments were carefully considered. Responsibility for the final content of this report rests entirely with the authoring committee and the institution. Adam Gamoran, Chair Committee on the Evaluation Framework for Successful K-12 STEM Education 55 R02309 Monitoring K–12 STEM Ed-PRF3.indd 55 3/13/13 2:05 PM

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BOARD ON SCIENCE EDUCATION 2012-2013 HELEN QUINN (Chair), Stanford Linear Accelerator Center, Stanford University (Emerita) GEORGE BOGGS, Palomar College and American Association of Community Colleges (Emeritus) RODOLFO DIRZO, Department of Biology, Stanford University JOSEPH FRANCISCO, Department of Chemistry, Purdue University, West Lafayette, Indiana MARGARET HONEY, New York Hall of Science, Queens, New York SUSAN W. KIEFFER, Department of Geology, University of Illinois at Urbana–Champaign BRIAN REISER, School of Education and Social Policy, Northwestern University SUZANNE WILSON, Department of Teacher Education and Center for the Scholarship of Teaching, Michigan State University MARTIN STORKSDIECK, Director HEIDI A. SCHWEINGRUBER, Deputy Director MICHAEL FEDER, Senior Program Officer (on leave with the Office of Science Technology Policy, The White House) MARGARET HILTON, Senior Program Officer THOMAS E. KELLER, Senior Program Officer NATALIE NIELSEN, Senior Program Officer REBECCA KRONE, Program Associate Anthony Brown, Senior Program Assistant 56 R02309 Monitoring K–12 STEM Ed-PRF3.indd 56 3/13/13 2:05 PM

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BOARD ON TESTING AND ASSESSMENT EDWARD HAERTEL (Chair), School of Education, Stanford University LYLE BACHMAN, Department of Applied Linguistics and TESOL, University of California, Los Angeles STEPHEN DUNBAR, College of Education, University of Iowa MARK DYNARSKI, Pemberton Research, LLC, East Windsor, New Jersey DAVID J. FRANCIS, Texas Institute for Measurement, Evaluation, and Statistics, University of Houston JOAN L. HERMAN, National Center for Research on Evaluation, Standards, and Student Testing, University of California, Los Angeles MICHAEL KANE, Test Validity, Educational Testing Service, Princeton, New Jersey ROBERT D. MARE, Department of Sociology, University of California, Los Angeles MICHAEL NETTLES, Policy Evaluation and Research Center, Educational Testing Service, Princeton, New Jersey DIANA C. PULLIN, School of Education, Boston College ANN MARIE RYAN, Department of Psychology, Michigan State University BRIAN STECHER, Education Program, The RAND Corporation, Santa Monica, California MARK R. WILSON, Graduate School of Education, University of California, Berkeley REBECCA ZWICK, Research and Development, Educational Testing Service, Santa Barbara, California STUART ELLIOTT, Director ALIX BEATTY, Senior Program Officer Judy Koenig, Senior Program Officer Kelly Iverson, Senior Program Assistant 57 R02309 Monitoring K–12 STEM Ed-PRF3.indd 57 3/13/13 2:05 PM

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