Barbara Bowman (1999). A Context for Learning: Policy Implications for Mathematics, Science and Technology in Early Childhood Education.

Math, science, and technology are not generally thought of as curricula for young children. Aside from counting, number recognition, growing plants, and learning food groups, math, science, and technology are generally given short shrift during the preschool years. Nevertheless, the roots of later competence are established long before school age, and recent findings from neuroscience confirm the importance of the link between early experience and subsequent achievement.

George D. Nelson (1999). American Association for the Advancement of Science. Project 2061: Science Literacy for All in the 21st Century.

This paper takes a look at the growing role science, math and technology are taking in today’s society and how the curriculum should emphasize the depth of these topics.

Jason Zimba (2009). Five Areas of Core Science Knowledge: What Do We Mean by ‘STEM-capable?

Zimba examines core areas of knowledge and competencies necessary for students to become STEM-capable. He describes five areas of core science knowledge that all students should have an opportunity to learn: where we are in the universe; how we came to be; the organizing principles of contemporary science; human health and well-being; and, what science and technology can do today. Zimba also enumerates eleven fundamental science practices that all students should have a chance to develop: making and using mathematical models; connecting domains of knowledge; approaching complex problems; learning to look; designing and conducting experiments; presenting data for a purpose; crafting, critiquing, and debating causal explanations; thinking with your hands and on your feet; writing up results; criticizing, defending, and conceding; and modifying beliefs based on new evidence. Carnegie IAS Commission on Math and Science Education Commissioned Reports

Carnegie IAS Commission (2009). The Opportunity Equation: Transforming Mathematics and Science Education for Citizenship and the Global Economy.

The Carnegie-IAS Commission on Mathematics and Science Education challenges the nation to mobilize for coordinated action to: Establish common standards for the nation in mathematics and science—standards that are fewer, clearer, and higher—along with high-quality assessments, Improve math and science teaching—and our methods for recruiting and preparing teachers and for managing the nation’s teaching talent and Redesign schools and systems to deliver excellent, equitable math and science learning. This is a moment of urgency and opportunity, a chance for the United States to close the gap between the current state of educational achievement and the educational system our future demands. The world has shifted dramatically — and an equally dramatic shift will be needed in our schools. Download the report, or read it online for more examples of promising practices, resources, and opportunities for action. Carnegie Opportunity Equation

Shirley M. Malcolm, (2007). Broadening Participation in STEM: Challenges and Opportunities.

Examining undergraduate and graduate degree attainment and selected career paths for minority and women in the STEM fields, Malcolm contends that the United States will not have the capacity to produce the needed continuous stream of STEM professionals unless a more strategic effort is made to recruit and retain students from under-represented groups. She identifies the main obstacles as lack of access and opportunity and suggests a possible solution in more effectively leveraging partnerships with museums, science and technology centers, and universities. Carnegie IAS Commission on Math and Science Education Commissioned Papers

Jason Kim, Linda Crasco, Robert Smith, Greta Johnson, Ana Karantonis, David Leavit (2001).Academic Excellence for All Urban Students. Their Excellence in Science and Mathematics.

Since 1993, The National Science Foundation’s Urban Systemic Initiative (USI) program has been a catalyst for large-scale systemic change directed towards improving the science and mathematics achievement of all urban students. This report presents preliminary findings from an evaluative study on NSF’s USI program among 22 large urban school districts. NSF’s Six Drivers of Systemic Reform provided a framework for USI implementation, focusing on standards-based curriculum and instruction, aligned assessment, policies, professional development, convergence of resources, leadership and partnerships.