College & Careers

Record Number of Students Taking and Passing Advanced Placement Exams

This article features a quote from June Mark, the Principal Investigator of EDC's and Berkeley's "Beauty and Joy of Computing, New York City" project. Mark and colleagues have developed an Advanced Placement (AP) Computer Science Principles course that students throughout New York City have taken and many of these students took--and passed the College Board's AP Computer Science exam: "Education Development Center (EDC) believes strongly in the value of learning computer science in today’s competitive world, and we’re thrilled to see such high levels of participation and success of NYC students in the new AP Computer Science (CS) Principles exam," said EDC Managing Project Director June Mark. “EDC is especially pleased to see greater participation among Black and Latino students and girls in AP computer science as we continue to expand CS learning opportunities for these students through our Beauty and Joy of Computing partnership, supported by the National Science Foundation. The Beauty and Joy of Computing partnership is a collaboration among EDC, NYCDOE, University of California Berkeley, and CSNYC.”

Source: 

NYC DOE Newsroom

Publication Date: 

Thu, 10/12/2017

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EDC Receives Eight New Grants to Enhance, Study STEM Education

Girls Looking Through Magnifying Glass

EDC has been awarded funding from the National Science Foundation that will enable the global nonprofit to launch eight new initiatives and continue ongoing work to enhance preK-12 science, technology, engineering, and mathematics (STEM) learning and improve outcomes for students. Over the next several years, EDC experts will carry out the following STEM-related R&D, evaluation, technical support, and professional development work:

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A Close-Up Look at the State of Cyberlearning and the Future of Learning with Technology

Teaser: 

Wendy Martin advances knowledge of how key aspects of education programs influence impact and participant experience. She specializes in leading formative research and collaborative co-design projects that deepen understanding of how to design effective educational technologies and integrate them into educational environments to enhance students' learning. Currently, Wendy is conducting an evaluation of the CS4All initiative in New York City with colleagues at the Research Alliance for New York City Schools. Wendy is also a staff member on the Center for Innovative Research in Cyberlearning (CIRCL) led by SRI and EDC. In this post, she discusses an October 2017 publication, "Cyberlearning Community Report: The State of Cyberlearning and the Future of Learning with Technology" that she co-edited and co-authored.

Wendy Martin

Featured Blog: 

1

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Quick-Click Tour: EDC's New Resources

Mon, 09/18/2017

Author(s): 

Staff

This "Quick-Click Tour" tour offers a fast way to explore over 100 of the new resources—including videos, articles, toolkits, online resources, books, reports, and briefs—that EDC produced in FY17. Videos can be viewed within this issuu document.

Explore EDC's new resources in this quick-click tour

Length: 

18 pp.

Publication Type: 

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MassCUE and M.A.S.S. 2017 Annual Technology Conference

Date: 

10/25/2017
Foxborough, MA

From 11:30 to 12:25 p.m., Kirsten Peterson and Matt Holloway from the Massachusetts Department of Elementary and Secondary Education will present the session "Online Professional Development: Foundations for Inclusive Practice" at the 2017 Massachusetts Computer Using Educators (MassCUE) and Massachusetts Association of School Superintendents (M.A.S.S.) Annual Technology Conference. Learn more and register for this event

Descriptors (Bodies of Work): 

Leveraging Postsecondary Data to Increase College Access

Date: 

09/20/2017
Online Event

This webinar, co-presented by Jessica Bailey of the REL Northeast and Islands, will explore recent research on the ways states and districts are using postsecondary data to track graduates’ postsecondary enrollment, persistence, and success to increase college access.

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Everyone's Worried About Fake News: What Can Teachers Do About It?

In this article, EDC experts Eliza Fabillar, Tony Streit, and Bill Tally share their insights on the crucial importance of teachers fostering students' media literacy, informed use of social media, and civil discourse: "Not only do teachers need to help their students understand the difference between real and fake news stories, but they need to guide them in learning how to consume, understand, and create media that is relevant to their lives...In a democratic society, it’s every teacher’s responsibility to educate their students on how to be citizens, and being able to make sense of media is a critical part of that education...We need to make media literacy instruction more nimble to better address the media environments in which young people are spending time. This means talking about social media and having real conversations about truth, ethics, and the responsibilities of digital citizenship..."

Source: 

EDC Newsroom

Publication Date: 

Mon, 08/21/2017

Descriptors (Bodies of Work): 

Supporting Early Career STEM Education Researchers

Teaser: 

Catherine McCulloch leads national initiatives focused on bridging STEM research and practice to improve outcomes for students. She is the Principal Investigator of the National Science Foundation (NSF)-funded Community for Advancing Discovery Research in Education (CADRE) and STEM Smart, and a member of EDC’s Interactive STEM R+P Collaboratory team. In this post, Catherine discusses the need to better prepare and support early career STEM education researchers. Since its launch in 2008, CADRE has worked to meet this need through the CADRE Fellows Program and by publishing a wide array of resources. This post spotlights a comprehensive new resource, the CADRE Early Career Guide: Tips for Early Career STEM Education Researchers, that presents great advice on how to become a successful researcher in the field of STEM education that experienced NSF investigators have shared with CADRE Fellows. The guide also provides a close-up look at the CADRE Fellows Program.

Featured Blog: 

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EDC Receives IES Grant to Examine Career-Tech Education Outcomes

Young woman working on robotics

With a $1.38M grant from the U.S. Department of Education’s Institute for Education Sciences, Katherine Shields, Ilene Kantrov, Lynn Goldsmith, Sarah Ryan, Tracy McMahon, and David Bamat are examining relationships between high school students’ academic outcomes and their participation in different modes of career and technical education (CTE). The study is timely.

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