School systems across the country should do more to ensure that current and former English-language learners have access to STEM education, a new report from the National Academies of Sciences, Engineering, and Medicine finds.
The committee behind the report, a who’s who of scholars on English acquisition and STEM, recommended ways districts can remove barriers that limit English-learner participation in STEM education and tips on developing curricula and assessments to facilitate and monitor the progress of students once they enroll in courses.
