Commissioned Research Papers

• Our Research

  Attitudes Toward Math and Science Education Among American Students and Parents: Summary of Findings

  Drawing on a national survey and focus groups with students and parents, Widmeyer urges that students understand the relevance of math and science to things they care about, such as career options and solving specific global problems.   

• Our Research

  Math and Science Standards That Are Fewer, Clearer, Higher to Raise Achievement at All Levels

  David Coleman and Jason Zimba argue that math and science standards that are fewer, clearer, and higher will promote higher levels of learning, student engagement, and workforce readiness.   

• Our Research

  Mindsets and Math/Science Achievement

  Carol Dweck contends that to increase student mastery of math and science, instructional techniques and curriculum tools need to be developed that shift student attitudes about learning towards what she terms a “growth mindset.”   

• Our Research

  Improving Mathematics Learning: Where Are We and Where Do We Need to Head?

  Deb Ball reviews lessons from research on math education and outlines recommendations for professional development, research on effective instruction, mobilization of experts, and coordinated reform efforts.   

• Our Research

  Broadening Participation in STEM: Challenges and Opportunities

  Shirley Malcom examines STEM degree attainment and career pathways of minority and female students. She posits the U.S. must strategically recruit and retain these students to produce the needed stream of qualified STEM professionals.   

• Our Research

  Beating the Odds: The Real Challenges Behind the Math Achievement Gap—and What High-Achieving Schools Can Teach Us About How to Close It

  Susan Goldberger examines the large, persistent educational gap in math achievement along income and race lines, explores obstacles to closing the gap, and presents lessons learned in high-performing classrooms of high-need communities.   

• Our Research

  Five Areas of Core Science Knowledge: What Do We Mean by ‘STEM-Capable?'

  Jason Zimba examines core areas of science knowledge, competencies, and practices necessary for students to become STEM-capable.   

• Our Research

  Reflections on Educational Testing: Problems and Opportunities

  Edward H. Haertel examines the impact of testing on student learning. He offers strategies for improvement and concludes that reform efforts should focus on both changing tests themselves and how they are used or interpreted.   

• Our Research

  Math to Work

  Sol Garfunkel argues that the questions of “how to teach” and “what to teach” in math can be answered only by identifying the needs of students for work, daily life, good citizenship, and further academic studies.   

• Our Research

  Emboldened Capacity: Science Education and the Infrastructure of Science-Rich Cultural Institutions

  The American Museum of Natural History examines the role cultural institutions can play in K-12 science learning by outlining districts’ science education needs and describing design components, promising models, and barriers to success.