|Supporting English Learners in STEM Subjects
The imperative that all students, including English learners (ELs), achieve high academic standards has become even more urgent and complex. To address this growing need, a committee of experts from a wide range of fields will produce a final report that synthesizes the evidence-base on supporting EL students in STEM subjects from pre-K through grade 12 and provide recommendations on how to improve learning outcomes in STEM for these students. The study will explore both the research evidence and successful programs or interventions both within the United States and abroad in order to identify promising practices for supporting ELs in STEM. It will also consider the needs of STEM teachers with respect to instruction and assessment of ELs.
The committee will address the following questions:
• What are promising approaches to support ELs (including students with disabilities) in learning STEM?
• Given the diversity within the EL population, what has worked, for whom, and under what conditions?
• What additional research is needed to understand what makes them effective and what commonly
used approaches may be less effective?
• What is the role of teachers in supporting the success of ELs in STEM?
• What is known about the biases teachers may bring to their work with EL students and how can these be
• What kinds of curriculum, professional development experiences, and assessment are needed in order for
STEM teachers to improve their support for ELs in STEM?
• How can assessments in STEM (both formative and summative) be designed to reflect the new content standards
and to be appropriate for EL students? What assessment accommodations might need to be considered?
• How do policies and practices at the national, state, and local level constrain or facilitate efforts to better support
ELs in STEM (including policies related to identification of students)? What kinds of changes in policy and
practice are needed?
• What are the gaps in the current research base and what are the key directions for research, both short-term
Sponsor: National Science Foundation
Meeting 1: April 10-11, 2017 – DC: Agenda
Meeting 2: July 26-27, 2017 – DC: Agenda
Meeting 3: October 26-27, 2017 – Irvine
Meeting 4: December 7-8, 2017 – Irvine
Meeting 5: March 22-23, 2018 – DC
David Francis (Chair), Department of Psychology, University of Houston
Alison Bailey, Department of Education, University of California, Los Angeles
Hyman Bass, School of Education, University of Michigan
Cory Buxton, Department of Educational Theory and Practice, University of Georgia
Kathryn Chval, College of Education, University of Missouri
Marta Civil, Department of Mathematics, University of Arizona
Christine Cunningham, Museum of Science, Boston, MA
Leslie Herrenkohl, Learning Sciences and Human Development, University of Washington
Megan Hopkins, Education Studies, University of California, San Diego
Okhee Lee, Childhood Education, New York University
Judit Moschkovich, Mathematics Education, University of California, Santa Cruz
Kendra Renee Pullen, Caddo Parrish Public Schools, Shreveport, LA
Maria Santos, WestEd, San Francisco, CA
Mary Schleppegrell, Education, University of Michigan
Guillermo Solano-Flores, Graduate School of Education, Stanford University