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Monitoring Progress
Toward Successful
K-12 STEM Education
A Nation Advancing?
Committee on the Evaluation Framework for Successful K-12 STEM Education
Board on Science Education and Board on Testing and Assessment
Division of Behavioral and Social Sciences and Education
The National Academies Press
Washington, D.C.
www.nap.edu
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THE NATIONAL ACADEMIES PRESS • 500 Fifth Street, NW • Washington, DC 20001
NOTICE: The project that is the subject of this report was approved by the Governing Board
of the National Research Council, whose members are drawn from the councils of the National
Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine. The
members of the committee responsible for the report were chosen for their special competences
and with regard for appropriate balance.
This study was supported by Grant Nos. DRL-1233221 and DRL-1247500 between the National
Academy of Sciences and the National Science Foundation. Any opinions, findings, conclusions,
or recommendations expressed in this publication are those of the author(s) and do not necessarily
reflect the views of the organizations or agencies that provided support for the project.
International Standard Book Number-13: 978-0-309-26481-5
International Standard Book Number-10: 0-309-26481-2
Additional copies of this report are 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 2013 by the National Academy of Sciences. All rights reserved.
Printed in the United States of America
Suggested citation: National Research Council. (2013). Monitoring progress toward successful K-12
STEM education: A nation advancing? Committee on the Evaluation Framework for Successful K-12
STEM Education. Board on Science Education and Board on Testing and Assessment, Division of
Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
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The National Academy of Sciences is a private, nonprofit, self-perpetuating society of distin-
guished scholars engaged in scientific and engineering research, dedicated to the furtherance of
science and technology and to their use for the general welfare. Upon the authority of the charter
granted to it by the Congress in 1863, the Academy has a mandate that requires it to advise the
federal government on scientific and technical matters. Dr. Ralph J. Cicerone is president of the
National Academy of Sciences.
The National Academy of Engineering was established in 1964, under the charter of the
National Academy of Sciences, as a parallel organization of outstanding engineers. It is autono-
mous in its administration and in the selection of its members, sharing with the National Academy
of Sciences the responsibility for advising the federal government. The National Academy of
Engineering also sponsors engineering programs aimed at meeting national needs, encourages
education and research, and recognizes the superior achievements of engineers. Dr. Charles M.
Vest is president of the National Academy of Engineering.
The Institute of Medicine was established in 1970 by the National Academy of Sciences to
secure the services of eminent members of appropriate professions in the examination of policy
matters pertaining to the health of the public. The Institute acts under the responsibility given
to the National Academy of Sciences by its congressional charter to be an adviser to the federal
government and, upon its own initiative, to identify issues of medical care, research, and education.
Dr. Harvey V. Fineberg is president of the Institute of Medicine.
The National Research Council was organized by the National Academy of Sciences in
1916 to associate the broad community of science and technology with the Academy’s purposes
of furthering knowledge and advising the federal government. Functioning in accordance with
general policies determined by the Academy, the Council has become the principal operating
agency of both the National Academy of Sciences and the National Academy of Engineering
in providing services to the government, the public, and the scientific and engineering com-
munities. The Council is administered jointly by both Academies and the Institute of Medicine.
Dr. Ralph J. Cicerone and Dr. Charles M. Vest are chair and vice chair, respectively, of the
National Research Council.
www.national-academies.org
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COMMITTEE ON THE EVALUATION FRAMEWORK FOR
SUCCESSFUL K-12 STEM EDUCATION
Adam Gamoran (Chair), Department of Sociology and Wisconsin Center for Education
Research, University of Wisconsin–Madison
RENA DORPH, The Research Group, The Lawrence Hall of Science; University of California,
Berkeley
MARK DYNARSKI, Pemberton Research, LLC, East Windsor, New Jersey
DAVID FRANCIS, Department of Psychology, University of Houston
SHARON LEWIS, Council of the Great City Schools, Detroit, Michigan
BARBARA MEANS, Center for Technology in Learning, SRI International, Menlo Park,
California
MEREDITH PHILLIPS, School of Public Affairs, University of California, Los Angeles
WILLIAM SCHMIDT, Departments of Statistics and Education, and the Education Policy
Center, Michigan State University
THOMAS SMITH, Peabody College of Education and Human Development, Vanderbilt
University
RUTH LÓPEZ TURLEY, Department of Sociology, Rice University
SUZANNE WILSON, Department of Teacher Education, Michigan State University
NATALIE NIELSEN, Study Director
STUART W. ELLIOTT, Senior Staff Officer
MARTIN STORKSDIECK, Senior Staff Officer
REBECCA KRONE, Program Associate
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Contents
Executive Summary 1
Introduction 4
Foundation for This Study 6
Study Overview 8
S
cope of the Study 8
S
tudy Approach and Sources of Evidence 10
Indicators for Measuring Improvements to the U.S. K-12 STEM Education System 12
M
ultiple Models of STEM-Focused Schools 13
A
dequate Instructional Time and Resources for Science in Grades K-5 15
F
ocused, Rigorous, and Sequenced Curricula 17
Enhanced Capacity of K-12 Teachers 21
Professional Development for Instructional Leaders 25
Elevated Status for Science 26
Effective Systems of Assessment 28
Federal and State Support for STEM Teachers 29
Research to Enhance Understanding of STEM Schools, Practices, and Outcomes 31
Creating a Monitoring and Reporting System for K-12 STEM Education 33
C
haracteristics and Capabilities 34
P
lan for Implementation 35
Conclusion 43
References 44
Appendix: Summary of Relevant Surveys Administered by the U.S. Department of Education 50
Acknowledgments 54
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