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OCR for page 27
SucceSSful K–12 STeM educaTion
WHAT SCHOOLS AND DISTRICTS
CAN DO TO SUPPORT EFFECTIVE
K-12 STEM EDUCATION
W
e offer five proposals for schools and districts to improve
K-12 STEM education. These proposals are not
listed in order of importance, but together they
address vital aspects of the STEM education
system.
First, districts seeking to improve STEM outcomes
beyond comprehensive schools should consider all
three models of STEM-focused schools described
in this report to meet the various goals they may hold for
STEM education. Districts should be aware that each type
comes with its own set of strengths and limitations. The
research base does not support recommending one school
type over another or treating a particular type of school as
an indicator of STEM excellence by itself.
Second, districts should devote adequate instructional
time and resources to science in grades K-5. A quality
science program in the elementary grades is an important foun-
dation that can stimulate students’ interest in taking more science
courses in middle school and high school and, possibly, in pursuing
STEM disciplines and careers.
Third, districts should ensure that their STEM curricula are
focused on the most important topics in each discipline, are rigorous,
and are articulated as a sequence of topics and performances. Ideally, STEM
curricula should be aligned across disciplines from grades K-12.
Fourth, to improve teaching and learning in the STEM disciplines, districts need to enhance
the capacity of K-12 teachers. STEM teachers should have a deep knowledge of their
subject matter and “an understanding of how students’ learning develops in that field, the kinds of
misconceptions students may develop, and strategies for addressing students’ evolving needs.”82
Fifth, districts should provide instructional leaders with professional development
that helps them to create the school conditions that appear to support student
achievement (see section above on school conditions). School leaders should be held account-
able for creating school contexts that are conducive to learning in STEM.
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