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Organization Commitment
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Association of State Supervisors of MathematicsOver the next five years, ASSM will strategically work with the broader STEM community to build capacity among state Mathematics leaders to provide structures that assist educators who teach students that have been historically underrepresented in STEM fields. ASSM will support state leaders by: 1) Providing a minimum of five professional learning opportunities per year for state leaders focusing on culturally responsive pedagogical practices that supports a culture of belonging in math and a sense of identity for students and teachers; and 2) Creating a suite of tools and resources that support advocacy efforts and messaging on equity-aligned policies in mathematics teaching and learning; and 3) Helping educators in their states to collaborate with local districts and educator prep programs on examining the impact of mathematics standards in K-12 education with a focus on increasing high-quality classroom experiences and opportunities for students through the integration of equity-based practices in state standards and/or support documents.
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Benjamin Banneker AssociationBy 2029, The Benjamin Banneker Association, Inc. will have completed the creation and hosting of annual webinars which target 150 teachers (per year) of black children and engage them in a series of learning opportunities that center around advancing mathematics equity, culturally relevant instruction and the teaching of mathematics through the lens of social justice. Each learning opportunity will focus on the needs of Black, Latinx, and/or Native American students. Opportunities to engage in deeper discussions and training will be offered to 12 school districts and systems (per year) to further our impact on reaching STEM educators. Each year, as a result of these efforts, 12 administrators, 12 school leaders, and 60 teachers will gain a better understanding of mathematics equity, culturally relevant instruction and social justice focused curriculum opportunities and 1,500 students will gain a greater sense of their mathematical identities and be motivated to participate in rigorous mathematics beyond the K-12 offerings and ultimately advance into career paths in the STEM fields. This will impact learning by increasing student participation in extracurricular STEM activities, advanced mathematics courses and college going rates as measured by educator reported data through end of year surveys including Likert-type items to measure students’ feelings of belonging in STEM.
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California Department of EducationBy March 2027, California Department of Education will support STEM educators from each of California's 58 counties, who teach grades 4-12, to cultivate classrooms of STEM belonging to meet the needs of Black, Latinx, and/or Native American students, through a Math, Science, Computer Science professional learning grant that integrates social emotional learning, culturally and linguistically relevant practice, and universal design for learning. As a result of these efforts, local implementation teams from each county will identify professional learning goals annually and facilitate professional learning triannually. Additionally, in-person statewide communities of practice in mathematics, science, and computer science will occur annually and a statewide repository of resources will be developed to be available to all educators across the state. As a result of the professional learning, communities of practice, and resources, students will experience culturally relevant instruction in STEM content areas historically underrepresented in higher education and workforce by Black, LatinX, and Native American populations. This has the potential to impact learning for 4,000,000 students in California from grades 4-12 over three years.
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Code.orgBy 2029, Code.org will support 92,500 K-12 STEM educators to cultivate STEM-inclusive classrooms with a focus on the needs of black/African American students, Hispanic/Latino/Latina/Latinx students, and Native American/Alaska students through a variety of high-quality professional learning (PL) opportunities, including self-paced PL modules, custom PL workshops, traditional K-12 PL experiences, and scholarship opportunities for teachers from schools with high percentage of underrepresented student racial/ethnic groups in CS. As a result of this work, students will feel belonging in STEM as evidenced by over 250K AP CS and industry certification exams taken and passed, with a narrowing of assessment gaps for underrepresented groups on the AP CS exams. This will also be evidenced by the success of our NAIPI (Native American Indigenous Peoples Initiative) by a minimum of 15% increase in Native American and Indigenous students in CS. This will impact learning for approximately 8.5 million K-12 students over five years.
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Colorado STEM EcosystemBy 2029, CO STEM will work to better connect pK-20 STEM student learning experiences to broaden access to careers and higher education. The Ecosystem helps 260 member organizations to share promising practices for closing STEM opportunity gaps so that members can connect directly to learn from each other and collaborate, supporting a more efficient use of resources and time. We commit to growing the number of member individuals and organizations by 25 each year, and that the membership will increasingly proportionally reflect the regions and communities of the state, especially in ten communities that have been historically underserved and under-resourced. We will continue to equitably expand our network with critical analyses of engagement by region, sector, and population served, sharing this data with the public. We will continue to work toward engaging policy makers, donors and funders, and industry to be in dialogue with and in support of pK-20 STEM teaching. We will continue to build and disseminate our tools for partnership building and equitable dissemination of resources and opportunities. As a result of these efforts, residents of Colorado will experience shrinking STEM opportunity gaps and students who have agency to enter the workforce.
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Deans for ImpactBy 2029, Deans for Impact will continue its efforts to ensure every child is taught STEM by a well-prepared teacher by equipping future teachers with tools to create rigorous, equitable, and inclusive classrooms so that all children thrive. We will do this by, building the capacity of 100 leaders of educator-preparation programs to make equitable instruction a priority within their own programs Championing policies to make all pathways into teaching affordable, practice-based, and focused on instruction to create conditions in at least 4 states that lead to a 10% increase in teachers, especially teachers of color, completing practice-based, instructionally-focused pathways Supporting teacher-educators to redesign learning opportunities for aspiring and early-career teachers, especially aspiring teachers of color and those from low-income backgrounds, that bring the science of learning into teaching practice, with an equity-centered focus on literacy, math and the identification and use of high-quality instructional materials.
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Digital PromiseBy 2029, Digital Promise will impact the STEM Teaching pipeline by supporting educators and districts to develop the STEM workforce with regional initiatives (beginning in the San Diego region) in which we reimagine the current education-to-workforce pipeline as an inclusive system of flexible pathways. As a result, teachers across 10 public school districts will be supported to ensure students are on a path to STEM careers, and 100,000 San Diego area students will be equipped for success in modern STEM careers.
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Edifying TeachersOver the next five years, through existing and developing partnerships with schools and districts across the U.S., Edifying Teachers will support and retain 100,000 pK-5 STEM educators and 50,000 STEM educators in grades 6-12 who serve primarily Black, Latinx, and/or Native American students. Edifying Teachers, a global network of dedicated master teachers, is ready to activate more of its highly effective STEM educators to provide personalized, culturally sustaining mentorship with a special focus on professional mentorship among teachers of color. As a result, educators will stay, grow, and thrive in the profession and students will have a greater sense of belonging - and success - in STEM pathways. This will provide a positive impact on STEM learning for 1 million students per year by 2029.
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Hillsborough County Public SchoolsOver the next five years, Hillsborough County Public Schools will support 90% of its STEM teachers (including science teachers, math teachers, tech teachers, engineering teachers, and every elementary teacher) to cultivate classrooms of STEM belonging, with 50% of teachers serving in schools that primarily serve Black, Latinx, and Native American students. We will do this by developing and offering regular educator professional learning opportunities leading to new coursework centered on project-based and inquiry-based learning for students.
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Knowles Teacher InitiativeKnowles Teacher Initiative will work to support the development of an educational system where all students engage with math and science in deep and meaningful ways through two key programs: 1) our Teaching Fellowship and 2) our Knowles Academy. By 2029, we will: 1) bring an additional 150 high school STEM educators to our current network of over 500 HS STEM teachers through our multi-year Teaching Fellowship program. Our long term impact is creating STEM teacher leaders who develop equitable teaching practices within their own classrooms, understand systemic issues and recognize their role in their school system (and beyond) and are empowered to impact that system in support of more equitable outcomes for students, especially those who have traditionally been marginalized in STEM. 2) impact an additional 8,000 STEM teachers through the Knowles Academy by designing and implementing professional learning that meets the needs and interest of teachers who work in districts from marginalized communities, considering specific factors in that customization such as cultural relevance, language diversity, and inclusive STEM pedagogy.
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Math for America-Los AngelesOver the next five years, Math for America Los Angeles (MfA LA) will retain 80 secondary school math and/or computer science (CS) educators in the greater Los Angeles area with a focus on serving Black, Latinx, and/or Native American students. By taking teachers' needs seriously, respecting them as professionals, and caring for them as individuals, we aim to provide teachers with everything they need to teach ambitiously and equitably, while doing so with joy and confidence. MfA LA aspires to achieve a critical mass of highly-effective math and CS teacher leaders in the greater Los Angeles area so as to improve student learning and create more equity and justice. We estimate these efforts will impact learning for roughly 16,000 secondary school students per year.
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Math for AmericaOver the next five years, Math for America will continue to support ~1000 K-12 STEM educators per year across New York City and the ~100,000 students they serve by cultivating classrooms of STEM belonging with a special focus on the needs of BIPoC, LGBTQlA+, and multilingual students and teachers. This will be accomplished by building a robust selection of over 400 high quality PD offerings for educators each year aligned with equity and inclusion, CRSE, national STEM standards, relevant and cutting edge STEM content and pedagogy, and teacher leadership. This will result in transformative learning and leadership experiences that guide teachers in their classrooms, schools, and broader communities, ultimately contributing to STEM teachers remaining in the classroom long-term.
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Metropolitan State University DenverMSU Denver's School of Education (SOE) will recruit and prepare 212 Black, Latinx, and Native American STEM teachers by 2029. To do this we will: 1. Develop a campaign about teaching as a profession that elevates the voices of SOE alumni educators of color as ambassadors of the profession. 2. Leverage existing initiatives that recruit and prepare candidates of color (e.g. Call Me MISTER, Hawkins Grant) 3. Ensure preparation programs consist of culturally relevant and sustaining pedagogy for all aspiring teachers. 4. Infuse preparation programs with trauma-informed practices. 5. Support social-emotional wellness of candidates through alliance groups. 6. Provide diverse mentors who receive appropriate instruction and compensation.
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National Council for Geographic EducationOver the next five years, NCGE will promote the importance of STEM within the geography education community by expanding participation in the National GIS Competition to include all 50 states and territories and grow student/teacher participation by 50%. Additionally, NCGE will provide 15 STEM focused professional development tracks through its educator webinar series and sessions during the annual conference. In year one we will be collecting baseline data and building growth targets, with the goal of impacting 200 classroom educators and their students.
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National Oceanic and Atmospheric Administration: Climate Program OfficeBy 2029, we will work in collaboration with other federal agencies, Climate Generation and the CLEAN Network to facilitate over 10 regional cohorts per year through the Teach Climate and CLEAN Networks to support climate teaching. We will accomplish this by providing workshops, reviewing and distributing climate curriculum for teaching across all disciplines, and engaging in conversations about the "best practices" of climate change education and methods for localizing community and justice-centered climate change solutions. We will provide intensive training to 6,000 teachers, 2,400 of whom work in schools that serve a high population of Black, Latinx and/or Native American students. These cohorts will add to the growing Teach Climate and CLEAN networks who have participated in this work beginning in 2017. The outcomes we hope for is to ignite and sustain the ability of educators, especially Black, Latinx and/or Native American educators, to build collective strength to inspire hope and enable climate action in their communities.
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Next Generation Science at WestEdBy 2029, NextGenScience at WestEd will provide leadership development tools and services to state, district, and regional leaders to support them with the design and implementation of high-leverage strategies. These strategies will empower them to make big changes in science teaching, learning, and leadership in their school system, such as by selecting and supporting the implementation of high-quality, culturally-relevant instructional materials and ensuring adequate time for elementary science education, with a focus on the needs of Black, Latinx, and/or Native American students. As a result of these efforts, over 15,000 leaders and teachers will facilitate science learning that honors students' identities and experiences, motivates them to explore relevant issues, and prepares them for college, career, and citizenship. This work will impact learning on a national level by: increasing the number of high-quality K-12 science instructional materials used in classrooms, developing leaders in science education, evaluating district science systems, and supporting educators and leaders with evaluating, selecting, designing, and implementing high-quality instructional materials and assessments.
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Partnerships in Education and Resilience (PEAR)Research highlights the crucial importance of belonging for youth, particularly those from Black, Latinx, and Native American backgrounds, engaged in STEM programs. Leveraging our research findings, Partnerships in Education and Resilience (PEAR) has developed a comprehensive measurement system utilized nationally and internationally. This system encompasses data collection, visualization, and reporting to assess student wellbeing and STEM engagement, educator experience, and program quality. By 2029, PEAR aims to bolster school districts and out-of-school time STEM programs by offering a unified measurement system. This system helps STEM educators gauge students' sense of belonging and STEM identity from the start of the program, enabling continuous quality improvement. Furthermore, educators can self-report on their efficacy in fostering belonging in STEM, and observers can share feedback on program quality that integrates with student and educator data to create a full picture of the program. The overarching objective is to impact over 200,000 young individuals and 10,000 STEM educators nationwide by 2029. PEAR’s goal is to increase student feelings of belonging and STEM identity, elevate educator confidence in delivering high-quality STEM learning experiences, and to support educator professional development and retention by fostering a sense of belonging in STEM for both youth and educators.
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Philadelphia Education FundOver the next five years, the Philadelphia Education Fund's McKinney Center for STEM Education commits to support teachers in learning about a variety of topics including, but not limited to, NGSS/STEELs standards, project-based learning, and out-of-school time STEM programming with a focus on the needs of Black, Latinx, and/or Native American students. We will do this by offering roughly 100 hours of professional development to 100 teachers and educators per year and providing them with the tools and resources needed to develop their classes and programs. As part of our Philadelphia STEM Ecosystem, our STEM Teacher Talent Development Workgroup's goal is to strengthen the STEM teacher pipeline and increase the number of diverse STEM educators serving Philadelphia students. The Workgroup is working on articulating pathways to teaching and facilitating early exposure to teaching for two high-priority groups - high school and college students. Lastly, our Philadelphia STEM Equity Collective is working on increasing the number of Black, Latinx, and women Philadelphians into STEM careers by 2030, which includes STEM Teachers as STEM Careers. As a result of all our initiatives, we expect to impact over 500 educators directly.
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Project InventBy 2029, Project Invent will prepare 400 STEM teachers with 70% serving in schools that primarily serve Black, Latinx, and Native American students. To do this we will offer invention education training to pre-service educators, partner directly with districts and schools to train educators in our yearlong fellowship and support returning educators with Project Invent educator leadership opportunities.
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Project Lead the WayBy 2029, Project Lead The Way will support and train 17,500 new STEM teachers trained in Project Lead The Way to cultivate classrooms of STEM learning and belonging, with 35% of teachers serving in schools that primarily serve Black, Latinx, and Native American students. We will do this by aligning our partnership goals to strategic school investments and support measures leading to more trained educators in the schools serving students currently under-represented in STEM fields.
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STEM 4 RealBy 2029, STEM4Real will support 500 of TK-12 STEM educators to cultivate classrooms of STEM belonging with a focus on the needs of Black, Latinx, and/or Native American students through Lesson Study Cycles of case study student analysis, 3D5E instructional design, observation, analysis of student work, and sharing of best practices. As a result of these efforts, educators will create culturally responsive and socially just lessons and students will increase attendance, increase performance on formative assessments and state summative assessments in science. This will impact learning for 35,000 of TK-12 students over five years.
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STEM NOLA/STEM Global ActionOver the next 5 years, STEM NOLA and STEM Global Action will expand our reach and increase our partnerships by establishing 10 STEM cities and/or STEM state programs that will transform STEM education by bringing culturally relevant STEM to underserved and under-resourced communities across the country. We will train 250 educators and community members on how to create a STEM ecosystem that inspires and engages everyone to get involved with STEM education and activities for students.
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talkSTEMBy 2029, talkSTEM will support 1,000 STEM educators in grades 3-12 to cultivate classrooms of STEM belonging with a focus on the needs of Black, Latinx, and/or Native American students through talkSTEM's open-access resources. Professional development will be provided to STEM educators through talkSTEM’s partnerships with groups dedicated to ongoing teacher development such as the regional educational service centers across Texas. We have produced customized math and STEM walk experiences in collaboration with several regional centers and are providing video guides and additional assets in order to facilitate dissemination of our methods. Further we have recently updated our website so that teachers can easily and conveniently use our open access video library consisting of 250+ STEM walk video guides that have been professionally filmed and ready for classroom use together with other support materials that make it easy for teachers to use a wide array of creative, related activities. As a result of these efforts, educators will engage students in experiential and place-based STEM learning on a weekly basis at minimum and students will see the STEM that is embedded in their lived experiences. This will impact learning for 100,000 students in grades 3-12 over five years.
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Temple Teacher ResidencyThis organization's public commitment is forthcoming
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The Education TrustBy 2028, The Education Trust will advance policies and practices to diversify the K-12 STEM educator workforce, by building a national narrative that focuses on the aspirations and excellence of all students, especially students of color; conducting research on best practices and evaluating promising policies for recruiting, preparing, and retaining educators of color; forming partnerships and supporting coalitions to amplify views of equity-focused organizations and supplement our expertise; and elevating the voices of students, families , and educators of color to ensure those most affected are driving policies. As a result of these efforts, more students of color and students from low-income backgrounds will have access to a strong and diverse STEM educator workforce; rigorous, inclusive, and engaging STEM courses; and positive school climates that foster their belonging in and love of STEM.
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The League of Young InventorsBy 2029, Young Inventors is committed to preparing over 5,000 pre-service and in-service elementary teachers, with a focus on districts with predominantly minority student populations, to create joyful and inquiry-led learning environments in STEM. Through our innovative instructional resources and professional learning programs, we will support educators, particularly those with limited experience in STEM, to deliver rigorous learning sequences that are made accessible and engaging through visuals and multimedia supports. Central to our commitment is the expansion of partnerships with local and state-level grow-your-own teaching apprenticeship programs. This initiative will provide aspiring teachers from minority communities with early pre-service training and hands-on STEM teaching experiences. In parallel, we are working to support school districts across the country to bolster elementary STEM instruction by providing supports to in-service teachers, designed to develop their facilitation skills and confidence in STEM teaching and learning.
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Tuva LabsBy 2029, Tuva will support 100,000 3-12 STEM educators to cultivate classrooms of STEM belonging.  This goal includes providing professional development for 250 Black, Latinx, and/or Native American educators. Additionally, we will support Black, Latinx, and Native American students by curating place-based, culturally relevant, and representative datasets and lessons coupled with live and recorded webinars and teacher spotlight blogs for educators to develop data literacy proficiency while creating a sense of belonging through cultivating connection. As a result of these efforts, educators will develop higher levels of data literacy proficiency and implement real-world math and science lessons relevant to their students and community, and students will experience the joy of learning math and science through real-world applications about topics of interest to them. This will impact learning for 11.2 million 3-12 students over five years.
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Washington STEMBy 2026, Washington STEM will develop and share evidence-based, ground-truthed resources (e.g. dashboards, one-pagers, and reports) that meet the following criteria: increase key decision-makers' understanding of trends in the WA state STEM teaching workforce; drive action toward diversifying and strengthening the workforce, with particular attention to Black, Latine, and Native American educators; and highlight teaching as 1) an in-demand, family-sustaining STEM career 2) a critical STEM career for WA's economy and communities. These resources will be developed in partnership with state agencies, regional leaders, and organizations that directly support teacher candidates and teachers, through convenings, work groups, and other mutually beneficial opportunities. Along with developing and sharing evidence-based resources, Washington STEM will advocate for high-impact legislative policies and local practices that diversify and strengthen the STEM teaching workforce. As a result of these efforts, key-decision makers in WA will be more knowledgeable and better equipped to activate practices and legislation that sustainably diversify and strengthen the STEM teaching workforce in tune with regional and community needs and aspirations. This will impact student learning by ensuring that WA's STEM teaching workforce is reflective of the rich racial diversity of our student population and by increasing contributions from cross-sector partners toward a thriving STEM teaching workforce.
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