A vision for a balanced assessment system for the Michigan K-12 Science Standards is necessary to monitor the outcomes of various STEM programs. Though the work of establishing an assessment system for science is daunting, we have an opportunity to leverage the assessment system to call out necessary instructional shifts in Michigan science classrooms. By understanding the assessment system and embracing change, the door is open to opportunities for creative flexibility in instruction and equitable teaching practices in science classrooms.
In this presentation we will demonstrate the newly developed SageModeler tool, developed together with Concord Consortium, for developing, using and revising models. Participants will experience using the online tool.
The success of females in higher education has improved over the past few decades, but gendered differences in participation and career progress persist in some STEM-related disciplines. The purpose of this study is to explore patterns of performance in gateway courses that introduce male and female students to STEM majors at five large research institutions. After controlling for factors known to relate to academic performance using optimal matching, we find evidence of gendered performance differences in some STEM lecture courses that largely favor men.