EDC has been selected by the Administration for Children and Families, Office of Child Care (OCC), to receive $10 million over five years to lead the new National Center on Afterschool and Summer Enrichment (NCASE).
How do you engage students in career education? EDC’s Sarita Pillai discusses the importance of connecting careers and real world contexts and describes the work of the STEM Learning and Research Center to make those connections.
The Massachusetts legislature has approved funding to teach computer science in schools, an initiative championed by EDC as part of the Massachusetts Computing Attainment Network (MassCAN). EDC and its partners Google and Microsoft are working to introduce computer science instruction into more Massachusetts public schools.
The Ford PAS Next Generation Learning initiative (a collaboration of EDC and the Ford Motor Company Fund) is using innovative activities to help prepare students for careers in science, technology, engineering, and mathematics (STEM). The project is opening four new STEM academies in Detroit.
Science fairs have long been a staple of U.S. education. But are they cost effective? And do they have an impact on student learning and interest in science? New research led by EDC’s Abigail Jurist Levy seeks the answers to these questions.
EDC researchers will take part in several symposia to discuss their education research, evaluation, and policy analysis work at the 2015 Annual Meeting of the American Educational Research Association (AERA) to be held April 16–20 in Chicago.
EDC will introduce its new book, Making Sense of Algebra: Developing Students’ Mathematical Habits of Mind, published by Heinemann, at the following conferences: National Council of Supervisors of Mathematics Annual Conference, National Council of Teachers of Mathematics Annual Meeting, and National Council of Teachers of Mathematics Research Conference.
They’re meant to be educational, but often, they’re just frustrating for students and parents alike. How could science fairs be more engaging and effective? EDC’s Marian Pasquale and Abigail Jurist Levy offer suggestions.
EDC has received a four-year, $6.5 million grant from the National Science Foundation (NSF) to lead a partnership that will adapt the University of California, Berkeley’s Beauty and Joy of Computing college course for high school students and bring it to New York City (NYC) public schools.
EDC has been awarded $3 million from the U.S. Department of Education’s Investing in Innovation Fund (i3) to lead a project designed to boost the academic success of pre-K through Grade 1 English learners in Hartford, Connecticut. The project will be known as Literacy and Academic Success for English Learners through Science, or LASErS.
EDC has selected 10 new recipients for its highly competitive annual CADRE Fellows Program. Recipients receive a one-year fellowship to work with the Community for Advancing Discovery Research in Education (CADRE), a resource network for STEM education researchers supported by the National Science Foundation (NSF).
EDC has been awarded $12 million over five years to work with universities, employers, and U.S. technology companies in Southeast Asia to improve employment options for young people. Funded by the U.S. Agency for International Development (USAID), the project known as COMET (Connecting the Mekong through Education and Training) aims to reach more than 20,000 youth in Thailand, Myanmar, Cambodia, Laos, and Vietnam.
A panel of STEM, education, and industry experts from across the country will gather at EDC to define the skills and knowledge needed to compete in a big-data-centered economy. The resulting occupational profile will serve to inform conversations about K–16 STEM education and college and career readiness. Hosted by EDC’s Oceans of Data Institute, the meeting will take place August 15–16 in Waltham.
Even young kids are learning to code, and some of the toys and games available today are helping them develop computational thinking. But what is computational thinking? Forbes asked, and EDC’s Wendy Martin and Francisco Cervantes answered.
The Massachusetts Computing Attainment Network (MassCAN), a coalition of businesses and nonprofits including EDC, is working with teachers, technology companies, and policymakers to bring computer science into the classroom and get students excited about studying the field.
Sponsored by the National Science Foundation (NSF) in conjunction with EDC, the event is part of a national series of workshops and will be held May 12 at the Franklin W. Olin College of Engineering in Needham, Massachusetts.
An EDC mathematics curriculum takes a new approach to algebra learning, connecting the concrete procedures of arithmetic to the abstract reasoning that success in algebra requires. Transition to Algebra, funded by a grant from the National Science Foundation and published by Heinemann, builds on a history of curriculum development at EDC centered on fostering mathematical habits of mind. It is designed to be used flexibly to support algebra in Grades 6—10.
What would it take to colonize another world? What can cause Earth’s climate to change? Will another large earthquake happen in California? A new full-year science curriculum, EDC Earth Science, enables students to explore these and other questions and seek answers grounded in authentic data. The curriculum was developed with support from the National Science Foundation and is fully aligned with the Next Generation Science Standards.
To help inform career and technical education (CTE) discussions and policy-making, EDC has published a new white paper, Opportunities and Challenges in Secondary Career and Technical Education, which will be presented during the 2014 Association for Career & Technical Education (ACTE) Policy Seminar today in Washington, D.C.