By Sarah Arrington, Policy Fellow
This month, the DC State Board of Education (SBOE) continues its efforts to make education research and policy concepts accessible to all stakeholders in our communities. The September 2019 #EdPolicy Research Roundup features two reports: one from the Education Commission of the States discussing STEAM education and its impact on student success and one from FutureEd that looks at how state testing systems are changing under the Every Student Succeeds Act (ESSA).
As we have done previously, SBOE will discuss the key findings of each report and explain the implications on the State Board’s work and priorities.
“Preparing Students for Learning, Work and Life Through STEAM Education” Education Commission of the States (ECS), Mary Dell’Erba, September 2019
Summary: The Education Commission of the States (ECS) and the Arts Education Partnership (AEP) conducted a study on state policies that include STEAM (science, technology, engineering, arts, and math) education. They defined STEAM education as “an approach to teaching in which students demonstrate critical thinking and creative problem-solving.” This type of education focuses on learning through experience, exploration, inquiry, and creativity. Specifically with the addition of arts into a more traditional STEM program, they found that students had increased opportunities to practice active learning and divergent thinking, to build social and emotional skills, and to develop cultural competency. Continue reading