STEM

Young woman with microscope In the U.S., domestic science, technology, engineering, and mathematics (STEM) degree production is not keeping pace with the demand for STEM talent, and women, racial and ethnic minorities, and persons with disabilities represent the largest untapped STEM talent pool. AIR’s work supports the national effort to prepare more students for educational and career success in STEM by meeting the diverse needs of all students; using resources, evidence, and practice to support continuous improvement and accountability; and improving teaching and learning of 21st century skills that students need to thrive in the global economy.

Latest Work

Image of Hispanic teenager at a microscope

27 Nov 2017

Report

Associations Between Predictive Indicators and Postsecondary Science, Technology, Engineering, and Math Success Among Hispanic Students in Texas

Nationwide, Hispanic students continue to be underrepresented among students who complete a four-year degree in science, technology, engineering, and math fields and among workers in those fields. This study, which used data on seven cohorts of Texas students, suggests the importance of Hispanic students taking rigorous high school math and science courses.

11 Oct 2017

Service

Supporting International STEM Education

The global economy is changing rapidly in response to advancements in science, technology, engineering, and mathematics (STEM). Nations wanting to keep pace must ensure their educational systems can continually adapt to market demands and develop technically knowledgeable workforces of sufficient size to meet the country’s needs. Our experts integrate research and evaluation to inform evidence-based STEM policies and practices, and empower leaders to effect deep change.

30 Jun 2017

Report

Playground Physics

Playground Physics is a technology-based application and accompanying curriculum designed by New York Hall of Science to support middle school students’ science engagement and learning of force, energy, and motion.

16 Mar 2017 | 1:00 PM - 2:30 PM

Event

What’s Next for STEM Education? Boosting Teachers and Teaching, PreK-12

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. On March 16, 2017, New America, the Joan Ganz Cooney Center at Sesame Workshop, the American Institutes for Research, 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.

1 Jan 2017

ESSA

ESSA │Curriculum and Instruction

The terms “curriculum” and “instruction” are broad categories that represent what is being taught to students and how those subjects are being taught by teachers. The ESSA consolidated state plan template does not include a specific section for curriculum and instruction but those topics are found throughout the drafts that states are currently circulating for review. Here you will find various subtopics that are found in current draft plans that relate to the concept of curriculum and instruction.

30 Nov 2016

Blog Post

TIMSS, PISA, and NAEP: What to Know Before Digging into the Results

In a rare occurrence, PISA, TIMSS, and NAEP assessments are releasing science and math results in the same year. Chances are the results from the various assessments won’t all tell the same story. So what do you need to know to make sense of this bumper crop of assessments? In this latest blog post, George Bohrnstedt and Fran Stancavage offer a quick run-down on how these assessments are similar and different.

Project

CS for All Teachers

CS for All Teachers is a virtual community of practice, welcoming all teachers from PreK through high school who are interested in teaching computer science. It provides an online home for teachers to connect with one another and with the resources and expertise they need to successfully teach computer science in their classrooms.

14 Sep 2016

Blog Post

Vision 2026 Sets Course for the Future of STEM

Imagine a STEM education for all students, regardless of neighborhood, race, ethnicity, gender, socio-economic status or disability, in preschool through high school and beyond—lifelong learning. Imagine high schools housed inside national tech companies; imagine games, simulations, and cognitive tutoring systems; and students learning through activities that invite play, risk, and even failure. In this blog post, Courtney Tanenbaum shares the vision of a diverse group of experts about what STEM should look like in ten years.

14 Sep 2016

Report

STEM 2026: A Vision for Innovation in STEM Education

A strong science, technology, engineering, and mathematics education is becoming increasingly recognized as a key driver of opportunity. In a series of discussion-based workshops, 30 experts and thought leaders were invited to exchange ideas and develop recommendations for the future of STEM education.

10 May 2016

Journal Article

STEM Training and Early Career Outcomes of Female and Male Graduate Students: Evidence from UMETRICS Data Linked to the 2010 Census

Women are underrepresented in science and engineering, with the underrepresentation increasing in career stage. This article, from the May 2016 issue of American Economic Review, analyzes gender differences at critical junctures in the STEM pathway—graduate training and the early career—using UMETRICS administrative data matched to the 2010 Census and W-2s.

1 May 2016

Report

A Comparison Between the Next Generation Science Standards (NGSS) and the National Assessment of Educational Progress (NAEP) Frameworks in Science, Technology and Engineering Literacy, and Mathematics

New national standards documents have been developed over the past few years in the areas of science, technology, engineering, and mathematics and are leading to major changes in state curricula and assessments. This study provides information primarily on the extent of alignment between the Next Generation Science Standards and National Assessment of Educational Progress frameworks in STEM and identifies areas of similarity and difference between them.

26 Apr 2016

Report

Exploring the Foundations of the Future STEM Workforce: K–12 Indicators of Postsecondary STEM Success

Despite being the nation's largest racial/ethnic minority, Hispanics are underrepresented in science, technology, engineering, and mathematics (STEM)—both in college and the workplace.

25 Apr 2016

Blog Post

Summer STEM—Engaging Youth, Building Identity, Narrowing Gaps

What is summer STEM? Hands-on programs that teach science, technology, engineering, and math in ways that engage young people and fight the summer learning loss that especially affects the nation’s most vulnerable children and youth. In this blog post, Elizabeth Devaney and Courtney Tanenbaum share what we’re learning about successful summer STEM programs.

5 Apr 2016

Blog Post

Make Room for C-S in S-T-E-M

Computational skills are in high demand in many disciplines and careers, yet computer science (CS) education remains elusive, accessible to and accessed by only a select few. In this blog post, Courtney Tanenbaum and Melissa Rasberry call for increased computer science opportunities, especially for underserved populations.

16 Feb 2016

Report

Arts Integration: A Promising Approach to Improving Early Learning

Research shows that integrating arts into early childhood education has great potential for improving student learning in multiple disciplines. This brief builds on the results of a randomized-controlled trial of Wolf Trap’s Early Childhood STEM Learning Through the Arts program. Findings from the study show that participation in the program yielded a significant positive effect equivalent to one to two months of learning.

25 Nov 2015

Video

Long Story Short: Increasing the Number of Minority Students Pursuing Ph.D.'s—Which Schools Are Doing the Best Job?

Despite recent increases, the number of underrepresented minorities pursuing Ph.D.'s in science, technology, engineering, and mathematics continues to lag behind the overall population. In this video interview, Rachel Upton examines the role that historically black colleges and universities play in increasing STEM participation specifically among black students.

14 Aug 2015

Blog Post

The Future Belongs to TEM, Not STEM

With careers for millennials stalling on the launch pad, does the push for STEM (Science, Technology, Engineering, and Math) really make sense? In this blog post, AIR Institute Fellow Mark Schneider explains that new data suggest that the nation may not need more bachelor’s graduates in the most popular science fields.

30 Apr 2015

Report

New Science Standards: A Readiness Assessment for State Boards of Education

State implementation of new standards (revising, adapting, and adopting new standards) is a significant undertaking. Many states are just beginning to consider whether to modify existing science standards, adapt standards being used in other states, or develop new ones. This document is intended to guide state boards of education through this complex process.

18 Feb 2015

Brief

Gender Differences in Science, Technology, Engineering, and Mathematics (STEM) Interest, Credits Earned, and NAEP Performance in the 12th Grade

As technical and scientific innovation continue to drive the global economy, educators, policymakers, and scientists seek to promote students’ interest and achievement in the STEM fields to maintain the nation’s competitive positions.

4 Feb 2015

Spotlight

Programs with New Funding in the Proposed Budget: What Does Research Say About Their Effectiveness?

President Obama’s proposed federal budget would increase funding for many education initiatives, programs for homeless veterans and disabled workers, technology training for teachers, and other programs. What does research and evidence say about these programs' effectiveness and value?

19 Jan 2015

Report

Positive Impact on Elementary Students’ Math Achievement Found for Wolf Trap Foundation’s Teacher Professional Development Program

Elementary students outperform their peers in mathematics when taught by teachers using music, drama, and dance, according to a four-year evaluation of a teacher professional development program at the Wolf Trap Foundation for the Performing Arts.

4 Dec 2014

Spotlight

Future Ready: Are We Preparing Our Students for Success in the 21st Century?

"Future Ready” is a White House and U.S. Department of Education initiative focused on ensuring America’s students have the skills they need to succeed in a competitive global economy. AIR is working closely with the Department to help educational leaders foster a culture of digital learning in their schools. Learn how these efforts are empowering educators’ use of technology to transform teaching and learning.

10 Nov 2014

Brief

Promoting Student Success in Algebra I - Research Briefs

Algebra I is a critical gateway course for high school graduation and enrollment in college. These briefs summarize research on five strategies being implemented by U.S. Department of Education’s High School Graduation Initiative grantees to help struggling students succeed in Algebra I.

2 Nov 2014

Report

Gearing Up to Teach the Common Core State Standards for Mathematics in Rural Northeast Region Schools

Recent survey data indicate that educators in small, rural schools often feel isolated and overburdened when asked to make substantial improvements in their math and science teaching and often desire additional instructional resources and supports. This report offers insight into how state, district, and school administrators can help teachers prepare students to meet the Common Core State Standards for Mathematics.

8 Oct 2014 | 9:30 AM - 11:00 AM

Event

Breaking the Mold: Diversifying STEM Academia

Scientific and technological innovation arises from new approaches and diversity of ideas. Too few women and individuals of color pursue and complete STEM degrees, leaving an untapped talent pool. AIR hosted a discussion on October 8, 2014, to explore the hurdles underrepresented groups face when pursuing an academic STEM career and to discuss what policies universities and colleges should consider to be more inclusive.

30 Sep 2014

Report

Using Research to Inform Policies and Practices in Science Education: Conversations With Faculty and Administrators

Providing all students with equitable access to high-quality STEM education, including equitable access to opportunity and encouragement to pursue STEM academic and career pathways, is one of the nation’s greatest education priorities and challenges. In September 2013, AIR convened a two-day symposium to engage key stakeholders in a series of discussions on how social science research can inform broadening participation efforts in STEM. This postsymposium report summarizes the research that was presented at the symposium and the ensuing discussions among symposium participants.

30 Sep 2014

Brief

Exploring Gender Imbalance Among STEM Doctoral Degree Recipients

Gender imbalance in doctoral education in science, technology, engineering, and mathematics (STEM) fields raises important questions about the extent to which women experience differential access, encouragement, and opportunity for academic advancement. In the STEM field, animal sciences and mathematics had far more men earning doctorates while forestry, information science/studies and three categories of engineering had more women.

30 Sep 2014

Brief

Who Pays for the Doctorate? A Tale of Two PhDs

The extreme levels of debt accrued by students pursuing postsecondary degrees has been identified as one of the nation’s most worrisome educational issues. About 90 percent of STEM Ph.D. recipients funded their graduate education through primarily institutional sources. In contrast, 65 percent of those with a doctorate in the social, behavioral and economic sciences did.

24 Sep 2014

Brief

The Role of Historically Black Colleges and Universities as Pathway Providers: Institutional Pathways to the STEM Ph.D. Among Black Students

The participation of diverse groups of individuals in STEM academic and workforce communities is severely lacking, particularly in the context of the nation’s shifting demographic landscape. This brief examines black STEM Ph.D. recipients’ institutional pathways to the doctorate and provides insight into who among black students are earning STEM doctoral degrees, whether black students are earning these degrees at historically black colleges and universities or other types of institutions, and the extent to which they being supported financially in their degree pursuits.

10 Sep 2014

Commentary

Forging the Fragile Teaching Link

Drawing on his own experiences as a math teacher, Kirk Walters, a principal researcher at AIR, explores how to help teachers teach math effectively. He stresses the importance of understanding teachers’ dispositions towards learning and how these dispositions develop.

1 Sep 2014

Service

Client Services in State and Local Evaluation

AIR’s state and local evaluation projects marshal a broad range of expertise and resources to support state education agencies and district offices as they decide whether to retain, revise, or end a policy or program. The projects address challenges in district and school reform, educator quality, special education, school financing, STEM, literacy, virtual learning, extended learning, English learning, early childhood education, and college and career readiness.

STEM Ph.D.'s in Nonacademic Careers Working in Research and Development: 46% Female vs. 61% Male

9 Jul 2014

Infographic

STEM Ph.D.s in Nonacademic Research and Development Careers, by Gender and Race

One in six who earns a Ph.D. in science, technology, engineering, or mathematics (STEM) pursues a career outside the field, with women and blacks most likely to do so. As these infographics demonstrate, men are more likely than women across all racial/ethnic groups to report research and development as a primary work activity.

9 Jul 2014

Infographic

Men and Women STEM Ph.D. Holders in Non-STEM Careers: Who Gets the Management Positions?

This infographic drawn from AIR research shows that, among men and women with STEM Ph.D.s who leave the STEM field, men are more likely to hold management positions.

9 Jul 2014

Infographic

STEM Ph.D. Holders in Non-STEM Careers: Who Leaves?

Research shows that one in six people who earns a Ph.D. in science, technology, engineering, or mathematics (STEM) pursues a career outside the field, with women and blacks most likely to do so. This infographic breaks down the percentages.

9 Jul 2014

Brief

Leaving STEM: STEM Ph.D. Holders in Non-STEM Careers

During the last few decades, national-, state-, and institutional-level initiatives have been implemented to build and expand the STEM workforce by recruiting and retaining people who have been traditionally underrepresented in STEM (science, technology, engineering, and mathematics) fields in higher education. The underlying idea is that individuals who earn STEM degrees aspire to careers in STEM, but to what degree is this true?

7 Jul 2014

Spotlight

Broadening Participation in STEM (Science, Technology, Engineering, and Mathematics)

STEM degree production in the U.S. is not keeping pace with the demand for STEM talent. Women, racial and ethnic minorities, and persons with disabilities are underrepresented in the STEM disciplines—the largest untapped STEM talent pools in the United States.

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Project

Broadening Participation in STEM

16 Apr 2014

Index

AIR Index: STEM Ph.D. Debt by Race

Hispanic, black, Asian and white Ph.D. graduates in the fields of science, technology, engineering, and mathematics face different levels of debt on average. Here are the quick facts.

1 Apr 2014

Brief

The Nonacademic Careers of STEM Ph.D. Holders

Most students enter into science, technology, engineering or mathematics (STEM) Ph.D. programs planning to work in academia, but many STEM Ph.D. holders eventually seek nonacademic positions.

13 Mar 2014

Blog Post

The Disconnect Between Minority Students and STEM Careers

A recent ACT report offers new perspectives on the achievement gap between White and Asian students and their African-American, Hispanic, and Native American peers. In this blog post, Courtney Tanenbaum discusses how to address the fact that the academic achievement gap that exists in general for ethnically diverse students is even more pronounced among those interested in the STEM fields, and the importance of having a science identity.

11 Mar 2014

Video

Long Story Short: Why Don't More Women Pursue STEM Careers?

The increase in women with degrees in science, technology, engineering and math hasn't led to a similar increase in women in STEM leadership positions. In this 90-second video interview, Courtney Tanenbaum, senior researcher at AIR, explains why.

6 Mar 2014

Report

Early Academic Career Pathways in STEM: Do Gender and Family Status Matter?

Women with STEM Ph.D.’s are likelier to start their careers in academia, but their male peers get more of the faculty appointments at research institutions, according to a new analysis that explores the impact gender and family may have on the careers of these new graduates.

26 Sep 2013 to 27 Sep 2013

| 8:00 AM - 5:00 PM

Event

Using Research to Inform Policies and Practices in STEM Education

The growing need to increase the number of individuals who pursue degrees and careers in the sciences, including the science, technology, engineering, and mathematics (STEM) fields and the social, behavioral, and economic disciplines has been documented in numerous reports and articles, as has th

Project

The Price and Cost of Science Degrees Series

Making college more affordable for students has become a top priority in the United States. But students typically pay far less than what it costs colleges and universities to educate students. These four briefs delve into the costs for higher education institutions and the financial costs for students in obtaining science degrees.

11 Jul 2013

Report

Two Decades Supporting Diverse Students in Aquatic Sciences: Evaluation of the Association for the Sciences of Limnology and Oceanography Multicultural Program (ASLOMP)

The goal of the NSF-funded Association for the Sciences of Limnology and Oceanography Multicultural Program (ASLOMP) is to encourage interested under-represented minority undergraduate and graduate students to pursue a career in aquatic sciences, which includes oceanography, limnology, stream ecology, marine biology, fisheries, and other subfields. In 2011, AIR began an evaluation of ASLOMP. Through a survey of former participants, the evaluation seeks to answer basic questions about the participants, their experiences in ASLOMP, and their education and career outcomes.

6 May 2013

Report

The Price of a Science Ph.D.

A recent report from AIR's Center for STEM Education & Innovation found that financing a Ph.D. in the sciences results in high levels of debt, particularly for underrepresented minorities.

19 Mar 2013

Report

Teacher Practice and Student Outcomes in Arts-Integrated Learning Settings: A Review of Literature

AIR conducted a review of key literature in 2011–12 exploring the measurement of teacher practice and student learning in arts-integrated settings through a project funded by the Department of Education and offered by the Wolf Trap Foundation for the Performing Arts.

12 Feb 2013

Report

Broadening Participation in STEM: A Call to Action

This report, produced by AIR with consultation from the Institute for Higher Education Policy, details the key issues to consider and steps we should take to improve our position in STEM innovation. It includes six critical policy questions, along with an open letter to the nation on broadening perceptions in order to broaden participation.

2 Jan 2013

Report

How Long Does It Take? STEM Ph.D. Completion for Underrepresented Minorities

This issue brief is the first in a series produced by AIR to promote research, policy, and practice related to broadening the participation of traditionally underrepresented groups in STEM doctoral education and the workforce.

Project

Texas Statewide 21st Century Community Learning Centers

For approximately 15 years, the 21st Century Community Learning Centers (21st CCLC) program has supported activities and services that offer students in high-poverty communities across the nation the opportunity to participate in programs designed to improve their academic enrichment and promote positive youth development. In Texas, there are close to 1,000 21st CCLC programs that serve approximately 130,000 students statewide. The evaluation of the Texas Statewide 21st CCLC focuses on analyzing the impact of program participation on student achievement and behavior, and on identifying innovative strategies and approaches implemented by successful 21st CCLC programs in the state.

10 Jul 2012

Toolkit

AIR Audit Tool Identifies and Solves STEM Education Pathway Problems

AIR is developing a tool to identify barriers and leakages in the science, technology, engineering, and mathematics (STEM) education pipeline with an audit tool that identifies specific factors contributing to the low completion rates of STEM students. The tool will help locate specific problems within institutions and their STEM departments.

Project

Open Educational Resources to Support STEM Teaching and Learning in Adult Education (OER STEM)

As the national economy expands in areas of science, technology, engineering, and math (STEM), the teaching of this content has become vital for adults to succeed in the workplace. AIR developed new and innovative ways to improve the teaching of STEM content to adult education students using open educational resources (OER).

Project

Vermont Enhancing Education Through Technology Statewide Evaluation

AIR provided the Vermont Department of Education with a comprehensive evaluation to assist the department in meeting the reporting and evaluation requirements for the U.S. Department of Education’s Title II, Part D Enhancing Education Through Technology (EETT) program. As part of the evaluation, AIR developed a suite of survey data collection systems and a site-based data collection strategy.

Project

Evaluation of Amarillo Independent School District’s Vision 2020 Grant Program

Amarillo Independent School District’s federally funded Vision 2020 Virtual Learning Strand grant program provides funding to increase participation in the Texas Virtual School Network. The primary goal of Vision 2020 was to provide staff development and technology-based resources and support aimed at increasing the district’s technology content knowledge as well as access to and use of technological resources, all with the goal of improving student outcomes. AIR's comprehensive, district-focused evaluation helped the school district determine the fidelity of program implementation and the impact of the program on content knowledge and instructional practices of high school teachers.

Project

Trends in International Mathematics and Science Study (TIMSS)

The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of the mathematics and science achievement of fourth- and eighth-graders in the United States and students in the equivalent of fourth and eighth grade in other participating countries.

Project

Program for International Student Assessment (PISA)

The Program for International Student Assessment (PISA) is a system of international assessments that focuses on 15-year-olds' capabilities in reading literacy, mathematics literacy and science literacy.

26 Oct 2010

Report

National Leaders Explore Technology Issues During NCTI’s 2010 Technology Conference

Over 200 nationally recognized leaders from academia, corporations, government and the media will examine the research, policy, and practices that have emerged to transform and strengthen teaching and learning through the effective use of technology on November 15-16, 2010 at the National Center for Technology Innovation’s (NCTI) Technology Innovators Conference.

9 Dec 2009

Report

Informing Grades 1-6 Mathematics Standards Development: What Can Be Learned From High-Performing Hong Kong, Korea, and Singapore

This report examines one approach to internationally benchmarking mathematics standards for grades 1–6 against the composite standards of three high-mathematics-performing Asian countries: Hong Kong, Korea, and Singapore. The composite standards have a number of features that can inform an international benchmarking process for the development of K–6 mathematics standards in the United States.

1 Oct 2009

Report

A Literature Review of STEM Graduate Education

This review follows a “pathways” approach that examines how underrepresented minorities enter and advance through STEM careers.

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Project

National Center for Technology Innovation (NCTI)

The National Center for Technology Innovation (NCTI) advances learning opportunities for individuals with disabilities by fostering technology innovation. We help researchers, product developers, manufacturers and publishers to create and commercialize products of value to students with special needs.

Project

Increasing Underrepresented Minorities in STEM Education and Professions

In 2004, NSF contracted with the American Institutes for Research (AIR) to conduct a short-term study to assess program impact and collect evidence of project success in infrastructure enhancement, and student recruitment, retention, graduation and advancement in STEM careers with an emphasis on achieving and sustaining diversity in the STEM workforce.

1 Jul 2009

Report

A Systematic Review of REESE’s Evaluation Portfolio: Final Report

This report shows the results of AIR's review of the Research and Evaluation on Education in Science and Engineering (REESE) program's evaluation portfolio.

26 Mar 2009

Brochure

National Center for Technology Innovation Brochure

The National Center for Technology Innovation (NCTI) advances learning opportunities for all students, with a special focus on individuals with disabilities.

Project

Iowa—Every Learner Inquires

Iowa launched Every Learner Inquires, a K–12 professional development initiative to promote inquiry-based science instruction, with the goals of improving student learning, building the necessary teacher leadership and content expertise, and establishing a structure for sustained implementation. The AIR evaluation team conducted a formative and summative evaluation—using surveys, interviews, classroom observations, and instruction logs—to offer timely feedback regarding reactions to professional development, teacher learning, level and fidelity of implementation, and factors that facilitate and inhibit implementation.

29 Dec 2007

Report

Lessons Learned from U.S. International Science Performance

All three major international assessments in science were given during 2003, an event that occurs only once every 12 years and offers a rare opportunity to compare performance across different grade and age levels. Along with examining U.S. international science performance, this study examines several country background variables that research suggests may be important in explaining students’ science outcomes.

14 Nov 2007

Report

Chance Favors the Prepared Mind: Mathematics and Science Indicators for Comparing States and Nations

The paper argues that the United States needs to substantially increase the scientific and mathematical competency of the general adult population so that the voting citizenry can better understand and reach a consensus on policies that address many of the world’s most pressing problems.

7 Apr 2007

Report

The Impact of Culture and Context on Program Evaluation: The Model Institutions for Excellence Program

This paper specifically highlights the role of culture and context in the evaluation of this NSF/NASA sponsored program.

29 Jan 2007

Report

Expanding the K–16 Pool of Potential STEM Graduates

This report begins by sharing data and research on the problem of minority male achievement and the narrow pipeline to STEM careers, and discusses the Model Institutions for Excellence Program and why it is ideally poised to lead the Expanding the K–16 Pool effort.

1 Nov 2006

Report

The Gateway to Student Success in Mathematics and Science

The purpose of this review was to identify key findings from research regarding mathematics and science educational reform that could inform Microsoft’s philanthropic investments as well as the reform agendas of other school districts.

29 Oct 2006

Guide

A Field Guide to Student Success in Mathematics and Science

This Field Guide should be used by schools and districts to assist them in developing well-articulated and widely shared plans for creating middle schools where all students succeed.

29 Nov 2005

Report

Reassessing U.S. International Mathematics Performance

This study reexamines the TIMSS and PISA results to correct this comparison bias by analyzing U.S. mathematics performance relative to a common set of 12 countries that participated in all three assessments.

7 May 2005

Report

The Model Institutions for Excellence (MIE) Program Report

In 2004, NSF contracted with the American Institutes for Research (AIR) to conduct a short-term study to assess program impact and collect evidence of project success in infrastructure enhancement (i.e., courses, equipment, faculty), and student recruitment, retention, graduation and advancement in STEM careers. In addition, the study was to describe the project model(s) and determine whether or not the model(s) could guide national efforts for achieving and sustaining diversity in the STEM workforce.

28 Jan 2005

Report

What the United States Can Learn From Singapore’s World-Class Mathematics System: An Exploratory Study

Singaporean students ranked first in the world in mathematics on the Trends in International Mathematics and Science Study (TIMSS)-2003; U.S. students ranked 16th out of 46 participating nations at grade 8. This exploratory study compares key features of the Singapore and U.S. mathematics systems in the primary grades, when students need to build a strong mathematics foundation.

12 Jan 2004

Toolkit

State Educational Technology Policy Implementation Rubric

This rubric was developed by Chris Dede, Ed.D., for Learning Point Associates (now a part of AIR) as part of Policy Issues No. 15, “Making Educational Technology Work: State Policies in the North Central Region” (January 2004).

Project

Adult Education Content Standards and Assessment Warehouse

Improving the quality of instruction through the development of content standards is a critical step in developing effective curriculum and meaningful assessment to enhance student learning. In adult education, many programs do not use standards to guide their programs. The Adult Education Standards and Assessment Warehouse initiative was created in 2003 through funding from the Office of Career, Technical, and Adult Education (OCTAE) to collect and disseminate the best information on content standards to guide instruction in reading, mathematics, and English language acquisition.

14 Aug 2002

Report

The Digital Disconnect

The American Institutes for Research was commissioned by the Pew Internet & American Life Project to conduct a qualitative study of the attitudes and behaviors of Internet-using public middle and high school students drawn from across the country. The study is based primarily on information gathered from 14 gender-balanced, racially diverse focus groups of 136 students, drawn from 36 different schools.

10 Mar 2000

Report

Teachers' Tools for the 21st Century

Teachers' use of education technology in their classrooms and schools report examines the availability of this technology in their classrooms and schools, their training and preparation for using it, and the barriers to technology use they encounter.