TRANSFORMATIVE PROJECTS
April 2018
STESSA
STEM Teacher Education and School Strengthening Activity (STEESA) is a five year (2018-2023) $24 million contract funded by USAID and is an extension of our work with the Egypt STEM Schools. STESSA is two interrelated projects in one.
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September 2012
EGYPT STEM SCHOOL PROJECT
The ECASE project is a four year (2012-2016) $25 million cooperative agreement funded by USAID and implemented in Egypt with three US STEM Partners: 21PSTEM, TIES and The Franklin Institute.
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April 2018
MEKTEBIM SCHOOLS COMPETENCE-BASED STEM CURRICULUM
Our collaboration with UNESCO regarding the rewriting of STEM curriculum in the MEKTEBIM schools.
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November 2014
THE GREATER PHILADELPHIA STEAM INITIATIVE
The goal of the Greater Philadelphia STEAM Initiative is to fundamentally rethink urban education. An innovative new integrated STEAM (science, technology, engineering, arts and culture, and mathematics) curriculum framework will be developed based on a redefined aim of education that is reflective of the 21st century.
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June 2017
ENABLE BiH
21PSTEM was brought in by Save the Children North-West Balkans to work on a two-year $1M USAID funded project to provide support for the development of a national K-12 STEM curriculum and teaching standards with various stakeholders from across the country.
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January 2017
MATH SCIENCE PARTNERSHIP OF GREATER PHILADELPHIA (MSPGP)
The Math Science Partnership of Greater Philadelphia (MSPGP) is a National Science Foundation funded research grant whose aim is to improve student access to, and achievement in, challenging and advanced courses in mathematics and science; to improve the quality, quantity, and diversity of the teacher workforce through cultivation and professional development; and to understand, through research, how to effectively perform those tasks.
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INNOVATIVE RESEARCH
August 2020
MATHMATICAL THINKERS LIKE ME
Mathematical Thinkers Like Me (MLM) seeks to support Black, Latinx, and low income students with an online collaborative problem solving and storytelling context that helps develop their identity and strength as mathematical thinkers. In response to the educational debt inherited by our Black and Brown students, Mathematical Thinkers Like Me will provide a rich, challenging mathematical experience that rehumanizes mathematics, expanding what math is and what is valued in math learning, and that centers and supports the student voice in the math classroom.
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October 2008
21st Century Center for Research and Development in Cognition and Science Instruction
This project involves designing and implementing a randomized control trial to test the efficacy of using instructional materials and strategies in middle school science that are specifically informed by principles of cognitive science.
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May 2017
TECHNOLOGY-RICH UNITS FOR FUTURE SECONDARY TEACHERS
This project addresses the documented need for undergraduate prospective secondary mathematics teachers to possess strong content knowledge in order to develop in their future students the rich mathematical understandings necessary to pursue STEM careers.
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May 2017
Teacher Shortages in the Mississippi Delta
The Walton Family Foundation commissioned this study of teacher shortages in the lower Mississippi River Delta region of Arkansas and Mississippi, to enumerate their scope and dimensions, identify underlying causes, and develop recommendations to better track, understand, and mitigate future teacher shortages.
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April 2018
BOOTSTRAP
Integrating computing and mathematics appeals to various stakeholders for a variety of reasons. For the mathematics education community, computing offers an application of mathematics concepts that may strengthen teachers' and students' mathematical understanding; for the computer science (CS) education community, integration enables equitable access to computing education for all students; for state boards and districts, integration accommodates staffing and curricular constraints while targeting core learning objectives in multiple disciplines. Bootstrap is a nationally-deployed curriculum that integrates computer science and algebra.
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March 2010
PARLO/PROFICIENCY BASED ASSESSMENT
In 2010, researchers from 21PSTEM and Villanova received a six-year $2.4 million award from the National Science Foundation to conduct a mixed methods randomized control trial (RCT) of 31 schools to examine whether a proficiency-based assessment program leads to increases in mathematical understanding, achievement, and confidence in secondary students.
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February 2018
VIRTUAL MATH TEAMS
This full research and development project is to design, develop, and test a cutting-edge online collaborative learning environment where students and teachers solve mathematical problems and communicate their thinking with others
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February 2018
EnCoMPASS
This collaborative work involves Drexel University and Temple University where they are developing an online, professional teaching community that is addressing issues of assessment in mathematics classes. The developers are building on the success of the NSF-supported Math Forum's Problem of the Week program to create a community that is working to increase students' mathematics learning by helping teachers stimulate student thinking, assess that thinking, and provide useful feedback to students.
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September 2010
INNOVATION THROUGH INSTRUCTIONAL INTEGRATION (I3)
In 2009, the National Science Foundation funded 30 grants to colleges and universities to spur “Innovation through Institutional Integration” or ICUBED. According to NSF, “significant synergistic potential can be ignited when scholars and educators in diverse disciplines work together. Similarly, NSF awardees can harness new synergies by working together with other NSF-funded projects on their own campus or with other partners. When the results of these synergies are both compatible with and beneficial for the institution(s) involved, successful innovation can be created."
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October 2013
INSTABILITY IN EDUCATION SYSTEMS, RANDOMIZED CONTROLLED TRIALS,
AND CHILDREN’S ACHIEVEMENT (PRIME)
Funded by the National Science Foundation, the 21st Century Partnership (21PSTEM) is a partner in the effort with University of Pennsylvania to better understand district and state efforts to systematically capture the number of teachers who are leaving a teaching assignment both within a school year and across school years.
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