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.
EDC is collaborating with the Scripps Institution of Oceanography, at the University of California, San Diego, to create this interactive, Web-based learning resource.
This report presents detailed descriptions of five guidelines for schools and districts to consider as they draw upon interactive mobile technologies to promote students’ mathematical thinking.
This briefing paper addresses two questions:
This resource library contains research, presentations, and white papers developed by EDC’s Oceans of Data Institute (ODI), which is dedicated to transforming education to help individuals succeed
This robust website includes video-based case studies of six girls as they investigate what it means to be a scientist or engineer.
In this briefing book, the leaders of the Massachusetts Computing Attainment Network (MassCAN) describe the goals, key accomplishments, and future directions of the partnership.
Written for program directors, program managers, educators, and others responsible for developing and implementing STEM programs in schools and community-based organizations, this guide seeks to re
The Committee on Successful Out-of-School STEM Learning, appointed by the National Research Council’s Board on Education, was charged with identifying effective out-of-school STEM settings and prog
This book, published by Heinemann, supports grades 6–10 teachers in implementing EDC’s Transition to Algebra curriculum.
Designed by EDC and the Ford Motor Company Fund, the Ford Next Generation Learning (NGL) initiative includes an interdisciplinary high school curriculum, professional development, and a successful