There is a national consensus that today’s students need more opportunities to build skills in science, technology, engineering, and math (STEM) across the PreK-12 grade span. Teachers are a critical piece for providing those opportunities, but barriers abound. How are teachers recruited? How are they trained? Should education schools approach preparation differently? And what about educators in the early grades, kindergarten, and pre-K? What stands in the way of enabling high-quality STEM teaching and learning experiences for young children?
100Kin10’s efforts to name and map the grand challenges in STEM teaching are providing insights and recommendations for tackling these questions. So are two new reports: STEM Starts Early: Grounding Science, Technology, Engineering, and Math Education in Early Childhood, published by the Joan Ganz Cooney Center at Sesame Workshop and New America with support from the National Science Foundation, and Can UTeach? Assessing the Relative Effectiveness of STEM Teachers, published by the National Center for Analysis of Longitudinal Data in Education Research (CALDER), a program of the American Institutes for Research (AIR).
New America, the Joan Ganz Cooney Center at Sesame Workshop, AIR, and 100Kin10 convened STEM experts for a wide-ranging discussion of the ideas emerging from these reports and initiatives—and what they mean for policy making at the local, state, and federal levels.
Lisa Guernsey, Deputy Director, Education Policy, New America
Michael Levine, Executive Director, Joan Ganz Cooney Center at Sesame Workshop
Courtney Tanenbaum, Director, STEM Practice Area, AIR
Elisabeth McClure, Joan Ganz Cooney Center at Sesame Workshop
Dan Goldhaber, AIR Vice President and Director, CALDER
Grace Doramus, Head of Strategic Initiatives and Chief of Staff, 100Kin10
Cindy Hoisington, Senior Associate, Curriculum Development and Instructional Design, Education Development Center (EDC)
Greg Toppo, Education Reporter, USA Today