The data presented here are from a large scale, nationally-representative survey of African American youth (ages 11 to 17) and their parents, supplemented and informed by a series of ten focus groups with African American parents and youth across the country (for more information on the demographics of the survey and focus group samples, please see the Methodology).
The influence of computing is felt daily and experienced on a personal, societal, and global level. Computer science, the discipline that makes the use of computers possible, has driven innovation in every industry and field of study, from anthropology to zoology. Computer science is also powering approaches to many of our world’s toughest challenges; some examples include decreasing automobile deaths, distributing medical vaccines, and providing platforms for rural villagers to participate in larger economies, among others.
The K–12 Computer Science Framework promotes a vision in which all students critically engage in computer science issues; approach problems in innovative ways; and create computational artifacts with a personal, practical, or community purpose.
The findings in this report present positive growth in the area of CS with more principals reporting in Year 2 than in Year 1 that their school offers a CS class with programming or coding. Additionally, the study shows that key concepts, including computational thinking (CT), are being incorporated into classes.
Given the ubiquity of the computing field in society, the diversity gap in computer science (CS) education today means the field might not be generating the technological innovations that align with the needs of society’s demographics. Women and certain racial and ethnic minorities are underrepresented in learning CS and obtaining CS degrees, and this cycle perpetuates in CS careers. Many — including tech companies and educational institutions — have taken steps to make CS more appealing and accessible to these groups, yet the diversity gap endures.
The goal of this document is to help afterschool practitioners understand how NGSS’ content was developed and organized, a few challenges that schools and districts are facing, and the opportunities that NGSS provides to afterschool programs. We point to several resources that can help practitioners dig deeper into the standards and start planning how their next steps. Keep in mind that many education organizations are actively working to develop additional support resources and promising practices, both for school-day teachers and out-of-school time educators.
Alt School, located in Palo Alto, California, is an experiment in customized learning environments.
The complexities of today's world require all people to be equipped with a new set of core knowledge and skills to solve difficult problems, gather and evaluate evidence, and make sense of information they receive from varied print and, increasingly, digital media. The learning and doing of STEM helps develop these skills and prepare students for a workforce where success results not just from what one knows, but what one is able to do with that knowledge.
What happens when you start college with no path ahead of you? You explore. Professor Tracey Holloway discusses her career, from beginning of college to working with students and helping them find the path for them. Holloway works to create more "on-ramps" or paths for STEM students while fostering creativity and excitement.
Every child, regardless of their zip code, ethnicity, race or gender should have access to high-quality STEM programs, education and career exploration. To meet the rapidly-growing demand for qualified STEM professionals and develop the next generation of leaders, we must help students and families build the necessary competencies and skills to pursue STEM degrees and career opportunities. This White Paper will explain why National PTA is working with its founding sponsors, Bayer and Mathnasium, to launch a new initiative -- STEM Plus Families.