A Nation at Risk (1983)
TIMSS (Trends in International Mathematics and Science Study) (1995) – Measures achievement in science and math across countries to track curricular effectiveness.
PISA (Programme for International Student Assessment) (2000)– OECD global assessment evaluating students’ ability to apply scientific knowledge in real-world contexts.
America COMPETES Act (2007) -Strengthened federal investment in STEM research and education to improve U.S. global competitiveness.
NGSS (Next Generation Science Standards) (2013) – U.S.-based K–12 standards integrating three dimensions: Scientific and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas.
UNESCO and Global STEM Initiatives (2015) – International frameworks promoting sustainability, equity, and scientific literacy.
ISTE (International Society for Technology in Education) Standards (2016) - The ISTE Standards are a framework created by the International Society for Technology in Education (ISTE) to guide the effective use of technology in education.
Change Theories in Education – Applying models (e.g., Kotter’s 8 Steps, Fullan’s Change Theory) to lead sustainable reform.
Systemic Reform Efforts – Coordinating curriculum redesign, teacher professional learning, and assessment reform.
Capacity Building – Empowering teachers through professional learning communities (PLCs) and instructional coaching.
Data-Driven Decision-Making – Using evidence and evaluation to guide reform outcomes.
Collaborative Leadership – Engaging multiple stakeholders (teachers, administrators, policymakers, communities) in the reform process.
Develop and present a slide show introducing one of the reform initiatives or standards above.
Add 3-5 thought-provoking questions to a common quiz.
Provide feedback on the responses of your colleaugues to your questions
Here are some sample guiding questions that you may wish to include.
What political, economic, or global events prompted this initiative?
What national or international concerns was it responding to (e.g., Cold War, globalization, workforce competitiveness, equity gaps)?
What problems in STEM education was it designed to address?
What were the primary goals of the initiative?
Did it emphasize content knowledge, skills, equity, innovation, accountability, workforce development, or global competitiveness?
How did it define “success” in STEM education?
Was this initiative primarily legislation, standards, assessment, funding, or a strategic framework?
What mechanisms were used to influence schools (e.g., funding incentives, accountability measures, curriculum standards, research grants)?
Was participation mandatory or voluntary?
How did it change what students were expected to learn in STEM?
Did it influence how STEM was taught (e.g., inquiry-based learning, application, integration of engineering, technology use)?
Did it shift focus toward skills such as critical thinking, problem-solving, or real-world application?
Did the initiative introduce or rely on standardized assessments?
How were student outcomes measured?
Did assessment results carry consequences for schools or funding?
Did the initiative address disparities in STEM participation or achievement?
What populations were specifically targeted (e.g., low-income students, women, minorities, English learners)?
Did it increase access to advanced STEM opportunities?
What level of governance drove the initiative (federal, state, international organization)?
How did it influence state or local decision-making?
If international, how did it affect national policy debates?
How did the initiative connect STEM education to economic competitiveness?
Was workforce development a primary goal?
Did it strengthen links between education, industry, and research institutions?
What criticisms emerged regarding implementation, effectiveness, or unintended consequences?
Did it lead to overemphasis on testing, narrowing of curriculum, or inequities?
How did educators respond to it?
What measurable impacts did the initiative have?
Did it significantly change STEM teaching or student achievement?
Was it replaced, revised, or expanded by later reforms?
How does it continue to influence current STEM education policy?
If comparing multiple initiatives:
How did this initiative differ from earlier STEM reforms?
Did it represent a shift from knowledge-based to skills-based STEM education?
How did global comparisons (TIMSS, PISA) influence U.S. reforms?
What patterns emerge across decades of STEM reform?
Are reforms cyclical (crisis → reform → accountability → revision)?