Overcoming
Obstacles:
Reaching All Children
Through Rich STEM
Before we talk
about achievement
gaps, let’s look at a
couple of success
stories
MODEL PROGRAMS ALL OVER THE NATION HAVE ACHIEVED GREAT
RESULTS. THE KEY IS TO ANALYZE WHAT THEY HAVE IN COMMON.
Local Initiatives Show:
Integrating authentic,
interesting and relevant
learning (especially in
STEM) with language has
strong results.
Student Gains
Gain S.E.
Vocabulary
Treatment 0.69 0.086 ***
Control 0.39 0.079 ***
Cleveland, Ohio Mathematics and Science
Partnership: Science and Literacy Project
Integrating language arts and science in
inner city schools, the Seeds of
Science/Roots of Reading program led to
higher student performance on
assessments of science knowledge,
vocabulary, and writing. Teachers also
found the program usable, effective, and
engaging.
Reading
Treatment 2.38 0.104 ***
Control 1.18 0.090 ***
*** p < .01, ** p <.05, * p< .10
2.5
2
1.5
Vocabulary
Goldschmidt, P., and Jung, H. (2010). Evaluation of Seeds of
Science/Roots of Reading: Effective Tools for Developing Literacy
through Science in the Early Grades (PDF).
Reading
1
0.5
0
Integrated
Taught Alone
Texas Turnaround for
At Risk
Students
In 2012 the Texas basic skills tests changed. All districts saw a drop. This graph compares
improvements in 2013 for at risk students in basic skills for the entire state (black) and four
districts that embedded their mathematics and science instruction into STEM/Citizen Science
through JASON Learning.
Southwest Schools/Texas
Closing the Achievement Gap Reading
This district integrated middle
level Citizen Science with
language acquisition in 2013.
They found strong gains for
economically disadvantaged,
White, Hispanic, African
American, and All Students.
“Although STEM is specific for
fields of study in science,
technology, engineering, and
mathematics, we realize the
significance of literacy (Reading)
in the success of all subjects for
our students.”
ELL
Economically…
SPED
White
2013
Hispanic
2012
African American
All Students
0
20
40
60
80
100
Student Achievement for
STAAR 8th grade math
Numbers, Operations,…
0
10
20
30
40
50
60
% of students scores for the STAAR 8th grade
math
2013
2012
When we teach science, we are also teaching English,
not just teaching in English.
Opportunities and Challenges for ELLs in the Science
Inquiry Classroom (Part 1) Rusty Bresser and Sharon
Fargason (2014)
The use of guided inquiry (beginning with a more
structured approach and then gradually developing to
a more open-ended approach to learning) that builds
on students’ prior knowledge and science content
provides English language learners with opportunities to
learn the practice of science (Amaral, Garrison, and
Klentschy 2002; Fradd and Lee 1999; Vanosdall et al.
2007; Warren and Rosebery 2008).
NSTA Position Science for English Language Learners
http://www.nsta.org/about/positions/ell.aspx
But in most communities
the path to such progress is
illusive.
What will make a program
work?
How do individual districts
find models?
Empowerment
[NGSS] PRACTICES MAKE PERFECT…paths to literacy
1. Asking questions (for science) and defining
problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (for science) and
designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating
information
Enfranchisement
STUDENTS MUST BEGIN TO SEE THEMSELVES AS ENTITLED TO BECOME
SCIENTISTS, NOT AS OBSERVERS. THEY MUST BE MENTORED TO BELIEVE IN
THEMSELVES.
CULTURALLY RELEVANT ROLE MODELS ARE VITAL.
SO ARE NON-SCIENTISTS WHO TELL THEM THEY CAN.
Key idea from successful programs: Reading and
mathematics taught in the context of science are
more effective than when taught in isolation.


The practices of science are not simply tools for experimenting; they enable
students to solve problems in all areas of their lives.

Lessons must have personal and cultural relevance

Lessons must extend to problem solving (engineering integration)
Language, reading and mathematics are learned most quickly when they are in
relevant contexts.


Reading and mathematics scores go up when the skills are learned in context
When students see themselves as problem-solvers, they are able to see
themselves as success.

Culturally relevant role models

Involvement of the community
Barriers in average schools:
Siloing
The
perception that language must be taught intensively
and separately
Top-Down
attitude toward curriculum development
Lack
of access to appropriate facilities and materials
Lack
of culturally-appropriate role models and literature
Lack
of cultural sensitivity
Lack
of ammunition!
To change school cultures, we must
empower teachers and administrators as
well.
We must look carefully at the factors in their
positions for which they are rewarded, and
make sure they are coherent with what we
want in the end.
From NSTA’s Learning Center, a community of over
450,000 educators each year, we hear real stories of
promise, practice and problems:
•High emphasis on testing--only the middle students get attention
•Lack of facilities to do authentic (STEM) learning safely (especially for students with
limited language facility)
•Little access to information on cultural differences
•Examples: Reluctance to participate in scientific argumentation
•Cultural traditions that may conflict with scientific investigations
•No trade books that are culturally relevant
•Few culturally relevant role models or real historical background
But we hope to do better!
Next month NSTA brings together representatives from a dozen
national educational groups to chart a path toward a nationally
accessible database so that barriers can be overcome.
Ideas?
Questions?
www.nsta.org