The EPE Research Center conducts an annual survey of technology officials from state departments of education in the 50 states and the District of Columbia in order to compile the latest information regarding state policy and practice in educational technology.
For the Technology Leaders section of Technology Counts 2008, the EPE Research Center collected data on 14 indicators spanning three major areas of state technology policy and practice: access, use, and capacity. Data on access to technology were derived from a 2005-06 survey conducted by Market Data Retrieval and from background questionnaires administered as part of the 2007 National Assessment of Educational Progress in mathematics. Information on technology use and capacity was obtained from a survey of technology officials from state departments of education in the 50 states and the District of Columbia conducted by the EPE Research Center in the fall of 2007.
A selective, specialized high school in Baltimore uses an interdisciplinary approach that enables students to experience the subjects as a way of life.
Observers from inside and outside the government have called for a more effective way of judging the effectiveness of the federal role in STEM and for more coordination among those programs.
Business leaders, governors, and others are urging a redoubled commitment to strengthening U.S. students’ preparation to succeed in the subjects known by the increasingly familiar shorthand of STEM.
Unnerved by job losses, weak test scores, and competition from an increasingly skilled foreign workforce, state officials have launched a variety of efforts to improve STEM education.
Kinetic City, an online education program, seeks to spark an interest in science among minority and female students through interactive games, experiments, and other activities.
The Cheche Konnen Center does research on improving science learning in urban communities, particularly among ethnically and linguistically diverse students.
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