Equity

How to envision equitable mathematics instruction: Views of U.S. and Korean preservice teachers

Lee, J., Kim, J-H., Kim, S-M., & Lim, W. (2018). How to envision equitable mathematics instruction: Views of U.S. and Korean preservice teachers. Teaching and Teacher Education, 69, 275–288. doi: 10.1016/j.tate.2017.10.010

Lead Organization(s): 
Year: 
2018
Short Description: 
This article focused on equitable mathematics instruction for U.S. and Korean preservice teachers.

Learning With EarSketch

EarSketch is a STEAM learning intervention that combines a programming environment and API for Python and JavaScript, a digital audio workstation, an audio loop library, and a standards-aligned curriculum to teach introductory computer science together with music technology and composition. The creation of EarSketch was driven by three primary motivations: broadening participation in computing, increasing access to music technology education, and evangelizing music-making with technology.
Year: 
2017
Short Description: 
This article features EarSketch -a STEAM learning intervention that combines a programming environment and API for Python and JavaScript, a digital audio workstation, an audio loop library, and a standards-aligned curriculum to teach introductory computer science together with music technology and composition.

Culturally Responsive Education

STEM Categorization: 
Day: 
Thu

Review themes related to culturally responsive STEM instruction, and generate ideas for advancing research and practice in this area.

Date/Time: 
11:15 am to 12:00 pm
Facilitators: 
Session Materials: 

Professional Development Approaches to Strengthen Collaboration among Educators with Different Roles to Improve Student Math Learning

STEM Categorization: 
Day: 
Thu

Discuss the benefits and challenges of creating mathematics professional development that brings together educators with different roles to build knowledge, practices, and collaboration for teaching students with diverse needs.

Date/Time: 
9:30 am to 11:00 am
Session Materials: 

In order to broaden the participation of underrepresented student groups, such as students with disabilities and English Language Learners (ELL), mathematics professional development (PD) programs need to include educators with different areas of expertise, not just mathematics teachers. This session will focus on the benefits and challenges of creating effective PD programs that bring together educators with different roles to build knowledge, practices, and collaboration for improving the mathematics learning of all students.

Session Types: 

Partnership Building as a Broadening-Participation Strategy: Helping Researchers and Developers Bridge the Gaps in STEM Education

Year: 
2016
Short Description: 
This brief examines the continued underrepresentation of African Americans, Latinos, Native Americans, and women of all racial and ethnic backgrounds in STEM fields; explains the benefits of collaboration around broadening participation; and offers guidance on building partnerships as a strategy for bridging the gaps in STEM education.

Broadening Participation — Making STEM Learning Relevant and Rigorous for All Students

Year: 
2015
Short Description: 
This brief explores factors that contribute to opportunity gaps in STEM education based on race, ethnicity, gender, ability, and socioeconomic status. It showcases the work of several DR K-12 projects and describes promising approaches for removing barriers for underrepresented groups and enhancing the STEM learning of all students.

STEM-focused high schools as a strategy for enhancing readiness for postsecondary STEM programs

Means, B., Wang, H., Young, V., Peters, V. & Lynch, S. J. (2016). STEM-focused high schools as a strategy for enhancing readiness for postsecondary STEM programs. Journal of Research in Science Teaching. DOI: 10.1002/tea.21313

Year: 
2016
Short Description: 
The logic underlying inclusive STEM high schools (ISHSs) posits that requiring all students to take advanced college preparatory STEM courses while providing student-centered, reform-oriented instruction, ample student supports, and real-world STEM experiences and role models will prepare and inspire students admitted on the basis of STEM interest rather than prior achievement for postsecondary STEM. This study tests that logic model by comparing the high school experiences and achievement of students in ISHSs and comparison schools in North Carolina. After identifying ISHS and non-STEM comparison high schools serving students who were similar in terms of socioeconomic status and academic achievement prior to high school entry, we employed propensity-score weighting and HLM modeling to estimate the impact of attending an ISHS on a set of outcome measures obtained from student surveys and from the state's longitudinal student data system. Analyses of student survey data found that attending an ISHS raises the likelihood that a student will complete pre-calculus or calculus and chemistry in high school, leads to increased involvement in STEM extracurricular and out-of-class activities, and enhances interest in science careers and aspirations to earn a master's or higher degree. Analyses of student outcome data from state administrative records revealed a positive impact of inclusive STEM high school attendance on grade point average (GPA) but not on ACT scores.

Broadening Participation— Making STEM Learning Relevant and Rigorous for All Students

Author(s): 
Elliott, Kim
Publication Type: 
Other
Year: 
2015
Month: 
December
In press?: 
In Press

This CADRE brief explores factors that contribute to opportunity gaps in STEM education based on race, ethnicity, gender, ability, and socioeconomic status. It showcases the work of several DR K-12 projects and describes promising approaches for removing barriers for underrepresented groups and enhancing the STEM learning of all students.

Effective, Sustained Inquiry-Based Instruction Promotes Higher Science Proficiency Among All Groups: A 5-Year Analysis

Student’s performance in science classrooms has continued to languish throughout the USA. Even though proficiency rates on national tests such as National Assessment of Educational Progress are higher for Caucasian students than African-Americans and Hispanics, all groups lack achieving desired proficiency rates. Further, the Next Generation Science Standards detail a new higher benchmark for all students.

Lead Organization(s): 
Year: 
2014

Student Materials, Professional Development, and Assessment Organized Around Habits of Mind in the CCSSM

Day: 
Tues

Learn about three projects centered on algebraic habits of mind: a puzzle-centric curriculum for middle school and at-risk algebra students, professional development on the Standards for Mathematical Practice, and an assessment for teachers.

 

Date/Time: 
1:45 pm to 3:45 pm
2014 Session Types: 
Collaborative Panel Session
Session Materials: 

Algebraic habits of mind, at the core of five of the Standards for Mathematical Practice, become both a potent and appealing intervention for at-risk algebra students and a solid prevention-model middle-school course either to accelerate algebra or to ensure success in a later algebra course. The session focuses on the habits of mind in that context, in related professional development work that addresses the Standards for Mathematical Practices, and on assessment of algebraic habits of mind in teachers.

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