ITEST is a program that promotes PreK-12 student interests and capacities to participate in the science, technology, engineering, and mathematics (STEM) and information and communications technology (ICT) workforce of the future. To achieve this objective, ITEST supports the development, implementation, and selective spread of innovative strategies for engaging students in experiences that:
The National Aeronautics and Space Administration (NASA) has released a Research Announcement (NRA) soliciting proposals from Informal Education Institutions (IEIs) for informal education opportunities in support of NASA’s Office of Education (OE) under the STEM Education and Accountability Project (SEAP). From the solicitation:
120 students with disabilities grades 9 - 12 in rural and suburban communities engage in hands-on learning experiences and opportunities for STEM career exploration using on line tools, school sponsored activities and community based learning experiences
Over 700 rising 6th, 7th, and 8th grade students in Baltimore City Schools will participate in a 6-week summer learning program that informs students about STEM careers while preparing them to take a virtual Algebra I course during the school year.
ITEST Data Brief Volume 3, Issue 4. This data brief explores the strategies that ITEST projects use to communicate their findings, including the products they create, where they disseminate their work, and what audiences they reach.
NSF ITEST projects are an ideal testbed for researching what it takes to create robust pathways leading towards high-demand technology-centered careers. This webinar presented the results of the STELAR/ITEST Data and Impact Working Group’s efforts to identify the types of data that might be collected by ITEST projects to provide evidence that the program is setting youth on a STEM career trajectory.
STEM disposition surveys were completed by 364 11th and 12th grade students attending a two-year university-based residential science and mathematics academy during fall 2012. Surveys were completed by the same classes as a post test administration during spring 2013. Major findings were that first year students tended to show a decline in their dispositions pre to post while second year students showed an increase in their STEM dispositions pre to post.