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Every Student Can’t Succeed If Every Voice is Not Heard: Equity Perspectives From STEM Educators


by Jamaal Young, Mary M. Capraro, Robert M. Capraro & Marti Cason — 2018

The Every Student Succeeds Act (ESSA) provides numerous provisions to support science, technology, engineering, and mathematics (STEM). These provisions do not necessarily address persistent achievement and opportunity gaps. We contend that if states, districts, and local schools capitalize on the autonomy provided in the ESSA, access, equity, and achievement in STEM can be attainable to traditionally underserved populations of learners. The purpose of this article is to review the enumerated provisions pertinent to STEM and, based on these provisions, present recommendations to support access, equity, and achievement in STEM content areas. Our review indicates that the ESSA presents provisions in five areas related to STEM education: (1) standards, (2) assessments, (3) accountability, (4) teacher effectiveness, and (5) well-rounded education. Using these five areas as an organizational framework, we provide recommendations to support enduring challenges related to equity, access, and achievement in STEM education. These recommendations are based on current high-yield practices used to support equity, access, and achievement in STEM content.


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Cite This Article as: Teachers College Record Volume 120 Number 13, 2018, p. -
http://www.tcrecord.org ID Number: 22350, Date Accessed: 9/21/2018 9:32:57 PM

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About the Author
  • Jamaal Young
    University of North Texas
    E-mail Author
    JAMAAL YOUNG is an associate professor in the College of Education at the University of North Texas. Research interests include culturally relevant STEM and access and equity in STEM. A recent publication is: Young, J., & Young, J. (2017). The structural relationship between out-of-school time enrichment and Black student participation in advanced science. Journal for the Education of the Gifted. Retrieved from http://journals.sagepub.com/doi/abs/10.1177/0162353217745381
  • Mary Capraro
    Texas A&M University
    E-mail Author
    MARY MARGARET CAPRARO is a professor in the Department of Teaching, Learning and Culture in the College of Education at Texas A&M University. Research interests include teacher beliefs and elementary mathematics problem-solving. Recent publications are: Barroso, L. R., Bicer, A., Capraro, M. M., Capraro, R. M., Foran, A., Grant, M. L., . . . & Rice, D. (ABC order) (2017). Run! Spot. Run! Vocabulary development and the evolution of STEM disciplinary language for secondary teachers. ZDM, 49(2), 187–201; and Young, J. L., Young, J. R., & Capraro, M. M. (2017). Black girls’ achievement in middle grades mathematics: How can socializing agents help? The Clearing House, 90(3), 70–76.
  • Robert Capraro
    Texas A&M University
    E-mail Author
    ROBERT CAPRARO is a professor in the Department of Teaching, Learning and Culture in the College of Education at Texas A&M University. Research interests include mathematics representations, achievement, and quantitative research methods. Recent publications are: Bicer, A., Capraro, R. M., & Capraro, M. M. (2017). Integrated STEM assessment model. International Journal of Education in Mathematics, Science, and Technology, 13(7), 3959–3968; and Capraro, R. M., Capraro, M. M., Morgan, J., Scheurich, J., Jones, M., Huggins, K., . . . Younes, R. (2016). The impact of sustained professional development in STEM in a diverse urban district. Journal of Educational Research, 109(2), 181–196.
  • Marti Cason
    University of North Texas
    E-mail Author
    MARTI CASON is a graduate student in the Department of Teacher Education and Administration in the College of Education at the University of North Texas. Research interests include culturally responsive pedagogy and STEM teacher preparation.
 
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