Nov 15, 2018 2018-11-15
School systems across the country should do more to ensure that current and former English language learners have access to STEM education, a report from the National Academies of Sciences, Engineering, and Medicine finds. The report follows up on a 2017 study that detailed how under-resourced schools and underprepared educators hinder efforts to help students learn English. The latest study looks to build on those findings by exploring how those factors limit English learners’ access to high-quality and challenging science, technology, engineering, and mathematics educational opportunities.
The committee behind the report, a who’s who of scholars on educational equity, English acquisition, and STEM-related subjects, produced a list of 24 conclusions and seven recommendations designed to address the primary concern. The recommendations cover an array of topics, ranging from how districts can remove barriers that limit English learner participation in STEM education to tips on developing curricula and assessments to facilitate and monitor the progress of students once they enroll in courses. The full National Academies of Sciences, Engineering, and Medicine report, English Learners in STEM Subjects, is available to download from Scribd, at no charge, after signing in.