STEM skills—from computer programming to bioengineering—are the bedrock of the 21st century economy.
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.
Learn about EDC’s work with Family STEM Communities.
Related Content
Tackling Inequity in the Mathematics Classroom
EDC’s Babette Moeller and Matt McLeod discuss their efforts to make mathematics teaching more equitable.
EDC Talks: STEM Education in Rural Schools
In this video, Pam Buffington discusses how to enrich STEM learning in rural communities.
A New Language for Mathematics
Young children often struggle to write down their mathematical ideas. Could computer programming be an easier language for them?
EDC Talks: Making Time for Family Math
What are some fun, easy activities that families can do to encourage math learning at home? (Hint: You are probably already doing some of them.)
Tapping, Swiping, and Learning Science
Research findings on The Cat in the Hat Knows a Lot About That!™ have implications for parents, educators, and educational media developers.
Projects
Resources
Here are a few of our resources on STEM. To see more, visit our Resources section.
This white paper provides guidelines for developing and implementing systems of information and communication technology to justice-impacted people and other members of the prison community. It details principles upon which these systems should be designed and provides standards to which the systems should adhere.
This report provides 73 guidelines for instructional designers that will enable K–12 teachers and students to use large online professional datasets. The authors drew on available literature and expert opinions from a wide range of disciplines—including education, science, cognitive psychology, and neuroscience—to develop the guidelines.
This report provides an overview of EDC’s Elementary Science Summit.
This report examines concerns about the technology readiness of adolescent learners for college and career, and it identifies effective ways to use technology to personalize a student’s learning ex
This report describes the work of the STEM Opportunities in Prison Settings team to advance knowledge of how to create pathways to STEM careers for people who are directly impacted by the carceral system. The authors share their community-based research approach—which emphasizes leadership by formerly incarcerated people—and present datasets and findings.
This data brief from the STEM Learning and Research Center (STELAR) describes some of the steps being taken by the National Science Foundation’s Innovative Technology Experiences for Students and T
Transition to Algebra is a full-year curriculum designed by EDC to run concurrently with first-year algebra to raise the competence and confidence of students who may benefit from supports
Based on extensive research and collaboration with teachers, coaches, and schools, this book guides middle school mathematics teachers in building on multilingual learners’ strengths to ensure they thrive in mathematics class.
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
This executive summary presents an overview of results from EDC’s evaluation study of Cha-Ching Money Adventures.