| Northwest Regional Comprehensive Center

November

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Science, Technology, Engineering, and Mathematics (STEM)

NWRCC provides assistance to state education agencies (SEAs) in their efforts to meet the requirements of the Elementary and Secondary Education Act (ESEA) (currently known as the No Child Left Behind Act of 2001 [NCLB]). Under NCLB, states are expected to establish clear and high standards for what students in each grade should know and be able to do in mathematics, science, and technology. NCLB also requires that states annually assess mathematics achievement of all students in grades three through eight and once in high school. NWRCC provides support to state education agencies in working toward the goal of ensuring that all students are proficient by 2013-2014.

Highlighted Resources


Mathematics: Research Overview The National Science Foundation has created a Web site that looks at topics of major research in mathematics. Topics include assembling information into a big picture; managing and modeling complexity; deciding on the best choice; and pattern hunting and statistical learning.
Highlights of the TIMSS 1999 Video Study of Eighth Grade Science Teaching The National Center for Educational Statistics has released this document that highlights key findings from the full report, Teaching Science in Five Countries: Results From the TIMSS 1999 Video Study.
The Nation's Report Card: 12th-Grade Reading and Mathematics 2005 Note: Link will take you to the current assessment. This report presents results of the 2005 National Assessment of Educational Progress in reading and mathematics at grade 12. Assessment results based on a nationally representative sample of twelfth-graders assessed in each subject are reported as average scores and as the percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced. The report also includes sample assessment questions in reading and mathematics, and a page of technical notes provides information about sampling, use of accommodations, school and student participation, and statistical significance.
A Synopsis of a Synthesis of Empirical Research on Teaching Mathematics to Low-Achieving Students The Center on Instruction recently published a synopsis that highlights key findings and outlines recommendations for practice from the 2002 synthesis A Synthesis of Empirical Research on Teaching Mathematics to Low-Achieving Students (Scott Baker, Russell Gersten, Dae-Sik Lee, Elementary School Journal, Vol. 103, No. 1 (September, 2002), pp. 51-73), which synthesized findings from 28 years of research on interventions for students struggling to learn math.
Doing What Works The U.S. Department of Education has launched a new Web site to provide teachers, administrators, and other educators with recommendations on effective teaching practices and examples of possible ways to implement those practices to help promote excellence in American education and improve student achievement. The first in the series focuses on English language learners.
Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics: A Guide for Teachers The Center on Instruction has recently released a guide for teachers describing seven effective instructional practices for teaching mathematics to K–12 students with learning disabilities. The guide also incorporates recommendations from the Final Report of the National Mathematics Advisory Panel as well as specifying research-based recommendations for students with learning disabilities and for students who are experiencing difficulties in learning mathematics but are not identified as having a math learning disability.
Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics: A Synthesis of the Intervention Research The Center on Instruction recently released a meta-analysis report synthesizing experimental and quasi-experimental research on instruction that enhances the mathematics performance of students in grades 1–12 with learning disabilities. Implications for practice and suggestions for next steps for research and professional development efforts in this field are also discussed.
Effective Science Instruction: What Does Research Tell Us? The Center on Instruction is disseminating a brief that distills the research on science learning to inform a common vision of science instruction and to describe the extent to which K–12 science education currently reflects this vision. A final section of this publication examines the implications of the findings for policymakers and science education practitioners and identifies possible actions.
Assisting Students Struggling With Mathematics: Response to Intervention (RTI) for Elementary and Middle Schools The U.S. Department of Education's What Works Clearinghouse recently released a guide providing eight specific recommendations intended to help teachers, principals, and school administrators use Response to Intervention (RTI) to identify students who need assistance in mathematics and to address the needs of these students through focused interventions. The practice guide provides suggestions on how to carry out each recommendation and explains how educators can overcome potential roadblocks to implementing the recommendations.
An Introduction to Progress Monitoring in Mathematics The Center on Instruction has a new professional development module, consisting of a PowerPoint presentation and a presenter's manual. The module describes progress monitoring, explains common techniques often mistaken for progress monitoring, and discusses the application of progress monitoring in mathematics at both the elementary and secondary grade levels. Resources for additional information are also identified.
Recruiting Science, Technology, Engineering, and Mathematics (STEM) Teachers The National Comprehensive Center for Teacher Quality recently released a key issue brief focusing on strategies for recruiting STEM teachers, especially in the critical shortage areas of mathematics and science.
Achievement Gaps: How Black and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress The National Center for Education Statistics (NCES) released a report providing detailed information on the size of the achievement gaps between black and white students at both the national and state levels and how those achievement gaps have changed over time. Most of the data in this report are derived from the results of the 2007 main NAEP assessments, and are supplemented with data from the long-term trend assessments.
Identifying Professional Development Needs in Mathematics: A Planning Tool for Grades 3–7 The Center on Instruction released a planning tool identifying professional development needs specific to mathematics. It includes a series of guiding questions that help state education agencies (SEAs) evaluate their existing programs and identify professional development activities that meet their needs. It is designed to be used by regional Comprehensive Centers in their work with State Departments of Education, but may also be used by SEAs and districts independently.
National Mathematics Advisory Panel
National Mathematics Advisory Panel Final Report
NMAP Fact Sheet
Doing What Works (Math and Science) Sponsored by the Office of Planning, Evaluation & Policy Development at U.S. Dept. of Education. Contains essential concepts, recommended practices, and planning templates from the final report; also provides practical recommendations in early childhood education, English language learners, the psychology of learning, and school improvement.
National Math Panel Forum Action plans, pictures, speaker presentations from the October 6-7, 2008 forum attended by over 300 participants.
National Council of Teachers of Mathematics: Response to National Mathematics Advisory Panel Report Council's response to the NMAP Report
A Legacy of Leadership and Lessons Learned: Results From the Rural Systemic Initiatives for Improving Mathematics and Science Education Edvantia Report
NCTM Curriculum Focal Points Curriculum Focal Points are the most important mathematical topics for each grade level. They comprise related ideas, concepts, skills, and procedures that form the foundation for understanding and using mathematics and lasting learning.
Network Communicate Support Motivate (NCSM)
Association of Mathematics Teacher Educators (AMTE)
Mathematical Association of America (MAA)
American Association for the Advancement of Science (AAAS)
Program for International Student Assessment (PISA)
National Science Teachers Association (NSTA)
National Council of Teachers of Mathematics (NCTM)
Trends in International Mathematics and Science Study (TIMSS)
National Science Education Standards
Standards for Science Teacher Preparation
National Science Digital Library The National Science Digital Library (NSDL) was created by the National Science Foundation to provide organized access to high quality resources and tools that support innovations in teaching and learning at all levels of science, technology, engineering, and mathematics (STEM) education.
National Educational Technology Standards
International Society for Technology in Education
Science.gov Science.gov is a gateway to government science information and research results. Currently in its fifth generation, Science.gov provides a search of over 38 scientific databases and 200 million pages of science information with just one query, and is a gateway to 1,950+ scientific Web sites
State Educational Technology Directors Association
National Governors Association's Building a Science, Technology, Engineering and Math Agenda
National Science Foundation
Leveraging Title I and Title IID Partnerships: Maximizing the Impact of Technology in Education The State Educational Technology Directors Association (SETDA) and the National Association of State Title I Directors (NASTID) drafted this paper to spark local discussions on the coordinated uses of funds to implement technology in the classroom. State and local Title I and Title IID directors can work together to ensure that these ideas are systemically implemented and in line with the rules and requirements of each state and grant program.
A Resource Guide Identifying Technology Tools for Schools This guide by The State Educational Technology Directors Association (SETDA) and the National Association of State Title I Directors (NASTID) provides definitions of key technology components and relevant examples, where appropriate as a glossary for educators. The guide also presents essential implementation and infrastructure considerations that decision makers should think about when implementing technology in schools. Technology enhances administrative, teacher and student capabilities and performance, especially for those students who lack access to technology outside of school.

Mathematics: Research Overview

The National Science Foundation has created a Web site that looks at topics of major research in mathematics. Topics include assembling information into a big picture; managing and modeling complexity; deciding on the best choice; and pattern hunting and statistical learning.

Highlights of the TIMSS 1999 Video Study of Eighth Grade Science Teaching

The National Center for Educational Statistics has released this document that highlights key findings from the full report, Teaching Science in Five Countries: Results From the TIMSS 1999 Video Study.

The Nation's Report Card: 12th-Grade Reading and Mathematics 2005

Note: Link will take you to the current assessment.
This report presents results of the 2005 National Assessment of Educational Progress in reading and mathematics at grade 12. Assessment results based on a nationally representative sample of twelfth-graders assessed in each subject are reported as average scores and as the percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced. The report also includes sample assessment questions in reading and mathematics, and a page of technical notes provides information about sampling, use of accommodations, school and student participation, and statistical significance.

A Synopsis of a Synthesis of Empirical Research on Teaching Mathematics to Low-Achieving Students

The Center on Instruction recently published a synopsis that highlights key findings and outlines recommendations for practice from the 2002 synthesis A Synthesis of Empirical Research on Teaching Mathematics to Low-Achieving Students (Scott Baker, Russell Gersten, Dae-Sik Lee, Elementary School Journal, Vol. 103, No. 1 (September, 2002), pp. 51-73), which synthesized findings from 28 years of research on interventions for students struggling to learn math.

Doing What Works

The U.S. Department of Education has launched a new Web site to provide teachers, administrators, and other educators with recommendations on effective teaching practices and examples of possible ways to implement those practices to help promote excellence in American education and improve student achievement. The first in the series focuses on English language learners.

Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics: A Guide for Teachers

The Center on Instruction has recently released a guide for teachers describing seven effective instructional practices for teaching mathematics to K–12 students with learning disabilities. The guide also incorporates recommendations from the Final Report of the National Mathematics Advisory Panel as well as specifying research-based recommendations for students with learning disabilities and for students who are experiencing difficulties in learning mathematics but are not identified as having a math learning disability.

Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics: A Synthesis of the Intervention Research

The Center on Instruction recently released a meta-analysis report synthesizing experimental and quasi-experimental research on instruction that enhances the mathematics performance of students in grades 1–12 with learning disabilities. Implications for practice and suggestions for next steps for research and professional development efforts in this field are also discussed.

Effective Science Instruction: What Does Research Tell Us?

The Center on Instruction is disseminating a brief that distills the research on science learning to inform a common vision of science instruction and to describe the extent to which K–12 science education currently reflects this vision. A final section of this publication examines the implications of the findings for policymakers and science education practitioners and identifies possible actions.

Assisting Students Struggling With Mathematics: Response to Intervention (RTI) for Elementary and Middle Schools

The U.S. Department of Education's What Works Clearinghouse recently released a guide providing eight specific recommendations intended to help teachers, principals, and school administrators use Response to Intervention (RTI) to identify students who need assistance in mathematics and to address the needs of these students through focused interventions. The practice guide provides suggestions on how to carry out each recommendation and explains how educators can overcome potential roadblocks to implementing the recommendations.

An Introduction to Progress Monitoring in Mathematics

The Center on Instruction has a new professional development module, consisting of a PowerPoint presentation and a presenter's manual. The module describes progress monitoring, explains common techniques often mistaken for progress monitoring, and discusses the application of progress monitoring in mathematics at both the elementary and secondary grade levels. Resources for additional information are also identified.

Recruiting Science, Technology, Engineering, and Mathematics (STEM) Teachers

The National Comprehensive Center for Teacher Quality recently released a key issue brief focusing on strategies for recruiting STEM teachers, especially in the critical shortage areas of mathematics and science.

Achievement Gaps: How Black and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress

The National Center for Education Statistics (NCES) released a report providing detailed information on the size of the achievement gaps between black and white students at both the national and state levels and how those achievement gaps have changed over time. Most of the data in this report are derived from the results of the 2007 main NAEP assessments, and are supplemented with data from the long-term trend assessments.

Identifying Professional Development Needs in Mathematics: A Planning Tool for Grades 3–7

The Center on Instruction released a planning tool identifying professional development needs specific to mathematics. It includes a series of guiding questions that help state education agencies (SEAs) evaluate their existing programs and identify professional development activities that meet their needs. It is designed to be used by regional Comprehensive Centers in their work with State Departments of Education, but may also be used by SEAs and districts independently.

National Mathematics Advisory Panel

National Mathematics Advisory Panel Final Report

NMAP Fact Sheet

Doing What Works (Math and Science)

Sponsored by the Office of Planning, Evaluation & Policy Development at U.S. Dept. of Education. Contains essential concepts, recommended practices, and planning templates from the final report; also provides practical recommendations in early childhood education, English language learners, the psychology of learning, and school improvement.

National Math Panel Forum

Action plans, pictures, speaker presentations from the October 6-7, 2008 forum attended by over 300 participants.

National Council of Teachers of Mathematics: Response to National Mathematics Advisory Panel Report

Council's response to the NMAP Report

A Legacy of Leadership and Lessons Learned: Results From the Rural Systemic Initiatives for Improving Mathematics and Science Education

Edvantia Report

NCTM Curriculum Focal Points

Curriculum Focal Points are the most important mathematical topics for each grade level. They comprise related ideas, concepts, skills, and procedures that form the foundation for understanding and using mathematics and lasting learning.

Network Communicate Support Motivate (NCSM)

Association of Mathematics Teacher Educators (AMTE)

Mathematical Association of America (MAA)

American Association for the Advancement of Science (AAAS)

Program for International Student Assessment (PISA)

National Science Teachers Association (NSTA)

National Council of Teachers of Mathematics (NCTM)

Trends in International Mathematics and Science Study (TIMSS)

National Science Education Standards

Standards for Science Teacher Preparation

National Science Digital Library

The National Science Digital Library (NSDL) was created by the National Science Foundation to provide organized access to high quality resources and tools that support innovations in teaching and learning at all levels of science, technology, engineering, and mathematics (STEM) education.

National Educational Technology Standards

International Society for Technology in Education

Science.gov

Science.gov is a gateway to government science information and research results. Currently in its fifth generation, Science.gov provides a search of over 38 scientific databases and 200 million pages of science information with just one query, and is a gateway to 1,950+ scientific Web sites

State Educational Technology Directors Association

National Governors Association's Building a Science, Technology, Engineering and Math Agenda

National Science Foundation

Leveraging Title I and Title IID Partnerships: Maximizing the Impact of Technology in Education

The State Educational Technology Directors Association (SETDA) and the National Association of State Title I Directors (NASTID) drafted this paper to spark local discussions on the coordinated uses of funds to implement technology in the classroom. State and local Title I and Title IID directors can work together to ensure that these ideas are systemically implemented and in line with the rules and requirements of each state and grant program.

A Resource Guide Identifying Technology Tools for Schools

This guide by The State Educational Technology Directors Association (SETDA) and the National Association of State Title I Directors (NASTID) provides definitions of key technology components and relevant examples, where appropriate as a glossary for educators. The guide also presents essential implementation and infrastructure considerations that decision makers should think about when implementing technology in schools. Technology enhances administrative, teacher and student capabilities and performance, especially for those students who lack access to technology outside of school.