Not all students have a high quality STEM education, which can limit their post-secondary learning and career options. EDC works to improve the quality, effectiveness, and equity of STEM learning and teaching, giving all students a solid foundation in computer science and creating pathways to STEM careers for students from underrepresented groups, students from low-income families, and English learners.
We develop STEM curricula, digital games, and apps that engage, excite, and challenge students, aiming to foster and use technology for robust STEM experiences. And through national resource centers and collaborative research, we guide STEM research and program design.
Developed by EDC, this set of eight briefs outlines research related to the challenges and recommendations for K–12 STEM education.
This resource library contains reports, evaluations, and toolkits produced by Community for Advancing Discovery Research in Education (CADRE) partners and principal investigators with DR K–12 grant
EDC developed four online games for middle school science students that address common misconceptions about photosynthesis, heredity, electricity, and heat transfer.
This three-part series, funded by the National Science Foundation, features engaging activities that bring middle school youth outdoors to explore the natural world using observation, digital photo
EDC is collaborating with the Scripps Institution of Oceanography, at the University of California, San Diego, to create this interactive, Web-based learning resource.
A series of 14 design engineering booklets that include student and teacher guidance for implementing long-term activities, such as designing a pinball game or building a trebuchet.
Math for All is a multi-media mathematics professional development resource for general and special education teachers.
This robust website includes video-based case studies of six girls as they investigate what it means to be a scientist or engineer.
Developed as part of the Park City Mathematics Institute (PCMI) and published by the American Mathematical Society, the IAS/PCMI–The Teacher Program Series includes three professional development b
Published by Corwin, this book describes a process that teachers can use to engage students as partners in the formative assessment process—involving students in assessing their own learning and bu