Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole.
Intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text on the opening pages of each chapter.
Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.
Do not use for reproduction, copying, pasting, or reading; exclusively for search engines.
OCR for page 35
SucceSSful K–12 STeM educaTion
ACKNOWLEDGMENTS
T
his report originated from, but was not restricted to, a workshop on highly successful
STEM education in K-12 schools that was held in Washington on May 10-12, 2011, and
that was organized by the committee. The committee would like to thank the individuals
who provided presentations during the workshop; see http://www7.nationalacademies.
org/bose/STEM_Schools_Workshop_Agenda.pdf for the open agenda of the workshop
and Appendix for a list of commissioned papers and authors.
The committee would like to thank the staff of the National Research Council who made the workshop
and this report possible, especially Natalie Nielsen for leading this effort; Martin Storksdieck and Stuart
Elliott for providing oversight from the Board on Science Education and the Board on Testing and
Assessment; Thomas Keller and Michael Feder for expert support; Rebecca Krone for providing orga-
nizational and administrative support; Robert Hauser, Patricia Morison, Ralph Cicerone, and Connie
Citro for providing strategic perspective; the staff of the Report Review Committee; the Division of
Behavioral and Social Sciences and Education reports office; and the National Academies Press for
enabling the rapid production of this report.
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 Report Review Committee of the
National Research Council. The purpose of this independent review is to provide candid and criti-
cal 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 wish to thank the following individuals for their review of
this report: Asad A. Abidi, Electrical Engineering Department, University of California, Los Angeles;
Ruth Anderson, Facet Innovations, Inc., Seattle, Washington; Mark Dynarski, Pemberton Research,
East Windsor, New Jersey; Jacob Foster, Massachusetts Department of Elementary and Secondary
Education; Phillip A. Griffiths, School of Mathematics, Institute for Advanced Study, Princeton, New
Jersey; Ernest M. Henley, Department of Physics, Washington University; Carolyn D. Herrington,
Center on Educational Policy, Learning Systems Institute, Florida State University; Margaret A. Honey,
New York Hall of Science; Susan W. Kieffer, Department of Geology, University of Illinois; C. Ford
Morishita, Clackamas High School, Oregon; Steven J. Long, Rogers High School, Arkansas; and
Stephen L. Pruitt, Achieve, Inc., Washington, DC.
Although the reviewers listed above 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 Michael E. Martinez, Department of Education, University
of California, Irvine, as review monitor and coordinator, respectively. Appointed by the National
Research Council, 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.
35
OCR for page 36
SucceSSful K–12 STeM educaTion
BOARD ON SCIENCE EDUCATION
helen Quinn (Chair), Stanford Linear Accelerator Center, Stanford University
philip Bell, LIFE Center, University of Washington
GeorGe BoGGs, Palomar College (Emeritus), San Marcos, California
WILLIAM b. bONvILLIAN, Massachusetts Institute of Technology, Washington, DC, Office
JOSEPH S. FRANCISCO, Department of Chemistry, Purdue University
AdAm GAmorAn, Department of Sociology and Wisconsin Center for Education Research,
University of Wisconsin–Madison
JERRy P. GOLLub, Physics Department, Haverford College
mArGAret honeY, New York Hall of Science
JAn hustler, Synopsys, Inc., Mountain View, California
SuSAN W. KIEFFER, Department of Geology, University of Illinois
bRETT D. MOuLDING, Educational Consultant, Ogden, Utah
cArlo pArrAVAno, Merck Institute for Science Education, Rahway, New Jersey
SuSAN R. SINGER, Department of Biology, Carleton College
WILLIAM b. WOOD, Department of Molecular, Cellular, and Developmental Biology (Emeritus),
University of Colorado, Boulder
mArtin storksdieck, Director
HEIDI A. SCHWEINGRubER, Deputy Director
MICHAEL FEDER, Senior Program Officer (on temporary assignment with the Office of Science
and Technology Policy)
mArGret hilton, Senior Program Officer
THOMAS E. KELLER, Senior Program Officer
nAtAlie nielsen, Senior Program Officer
SHERRIE FORREST, Research Associate
reBeccA krone, Program Associate
ANTHONy bROWN, Program Assistant
36
OCR for page 37
SucceSSful K–12 STeM educaTion
BOARD ON TESTING AND ASSESSMENT
EDWARD H. HAERTEL (Chair), School of Education, Stanford University
LyLE F. bACHMAN, Department of Applied Linguistics, University of California, Los Angeles
STEPHEN b. DuNbAR, College of Education, University of Iowa
DAvID J. FRANCIS, Texas Institute for Measurement, Statistics and Evaluation,
University of Houston
MICHAEL T. KANE, Educational Testing Service
keVin lAnG, Department of Economics, Boston University
MICHAEL T. NETTLES, Educational Testing Service, Policy Evaluation and Research Center
DIANA C. PuLLIN, School of Education, Boston College
BriAn stecher, The RAND Corporation
MARK R. WILSON, Graduate School of Education, University of California, Berkeley
REbECCA ZWICK, Educational Testing Service
stuArt elliott, Director
JuDITH A. KOENIG, Senior Program Officer
kellY iVerson, Senior Program Assistant
37
