Testing, intended as a measure of accountability, has dictated where we spend our time, what subjects get resources, and how teachers are evaluated. Unfortunately, the result has often been classrooms filled with students prepared not to explore and discover but to perform on a test. This environment leaves little room for creativity, experimentation, and real inquiry—the very elements of learning that STEM education aims to instill.
The National Academies report emphasizes the importance of starting STEM early. Early exposure to STEM concepts in preschool and elementary grades is crucial for igniting curiosity and building a solid foundation for future learning and innovation. Imagine children exploring fundamental scientific ideas, engaging in problem-solving activities, or using hands-on materials to understand how the world works. These experiences help build the cognitive and practical skills they will need in a future defined by technology and complex problem-solving.
The report advocates for developing comprehensive STEM programs in primary grades that empower students to be creators rather than just consumers of information. However, the current focus on high-stakes standardized testing means that early STEM opportunities are often limited, giving way instead to narrowly focused reading and math drills aimed at improving test scores. If we want our students to thrive in a world driven by innovation, we need to provide them with opportunities to explore, experiment, and build their understanding of STEM from an early age.
Building teacher capacity: The key to sustained change
None of these changes can happen without the active involvement and empowerment of teachers. Building teacher capacity is crucial for the effective implementation and sustainability of STEM innovations. The report from the National Academies recommends substantial investment in professional development for educators, with a focus on long-term, sustained learning opportunities. Professional development should not be an isolated workshop or a compliance-driven task; instead, it needs to be embedded within the daily routines of educators, fostering skills over time and directly connecting to classroom practices.
The report suggests that the U.S. Department of Education should allocate long-term funding to states to support sustained professional learning opportunities for teachers. Such initiatives need to emphasize collaboration, providing opportunities for teachers to work with peers across different disciplines to co-design projects and share insights. This mirrors the successful interdisciplinary collaborations seen in fields like medicine and engineering, where teams work across domains to solve complex problems.
Teachers are the ones who breathe life into STEM education; thus, they need the freedom, tools, and support to innovate. An empowered teacher is not just delivering curriculum content; they are shaping how students think, explore, and interact with the world around them. By investing in educators, we are not only ensuring that they can implement effective STEM instruction but also cultivating a community of lifelong learners who pass that passion on to their students.
Recommendations overview
The National Academies report makes thirteen key recommendations to strengthen STEM education from pre-K to grade 12. These recommendations offer a comprehensive strategy to address systemic barriers and to enhance the scaling and sustainability of STEM programs:
- Professional Learning: Allocate long-term funding for sustained, curriculum-embedded professional development for STEM educators.
- Systemic STEM Initiatives: Launch initiatives to build systemic capacity for scaling promising STEM innovations, allowing enough time for effective implementation.
- Partnerships Across NSF Directorates: Leverage expertise across different NSF directorates to enhance STEM education with a multidisciplinary approach.
- Coordination Across Federal Agencies: Improve federal agency coordination to align policies and effectively support scaling and sustaining STEM education innovations.
- Research on Sustainability: Promote research focused on understanding how to sustain STEM education innovations over time.
- Practice-Initiated Partnerships: Encourage collaborations between researchers and practitioners, ensuring innovations are contextually relevant and adaptable.
- Early STEM Education: Focus on early childhood STEM education, integrating professional learning with curriculum development to ensure a coherent foundation.
- Networked Continuous Improvement: Adopt continuous improvement frameworks across schools and districts to iteratively enhance STEM programs.
- Data Systems: Develop comprehensive data systems to monitor STEM implementation and track progress across different student subgroups.
- Sustained Learning Opportunities: Ensure that new educators receive onboarding professional learning so that all teachers are prepared to deliver STEM content effectively.
- Partnerships in the STEM Ecosystem: Foster partnerships across all levels of the STEM ecosystem, connecting educators with resources and expertise from various disciplines.
- Regional Learning Networks: Strengthen regional STEM learning networks to create local partnerships that support ongoing STEM education efforts.
- Co-Design Curriculum Resources: Support the co-design of curriculum resources with educators, researchers, families, and communities to ensure they are relevant and adaptable.
To cultivate a generation of learners proficient in STEM, it is imperative to broaden the curriculum beyond the narrow confines of standardized testing. By investing in early STEM education, empowering teachers through sustained professional development, and implementing systemic initiatives that support scalability, we can create a more inclusive and dynamic educational experience.
The ultimate goal is not just to improve test scores but to inspire curiosity, resilience, and a lifelong love of discovery—qualities that are essential in navigating the complexities of the modern world. It’s time to redefine what accountability looks like in education—one that values exploration, growth, and sustained inquiry as much as it values measurable outcomes.
Jason McKenna is V.P. of Global Educational Strategy for VEX Robotics and author of “What STEM Can Do for Your Classroom: Improving Student Problem Solving, Collaboration, and Engagement, Grade K-6.” His work specializes in curriculum development, global educational strategy, and engaging with educators and policymakers worldwide. For more of his insights, subscribe to his newsletter.
