The Education Of The Public Education

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Science, technology, engineering, and mathematics (STEM) curriculum in schools is undergoing a revolution in public education. This revolution is sparked by an increase in federal funding over the last decade. Between the years of 2011 and 2015, the federal government alone invested between three and 3.7 billion dollars yearly for STEM education (Johnson, 2012) (White House Office of Science and Technology Policy, 2014) and new STEM educational instructional strategies (Bruce-Dacis, Gubbins, Gilson, Villanueva, & Foreman, 2014). Despite these new investments and changes, many students are neither enrolling nor excelling in STEM programming, particularly students of color (Museus, Palmer, Davis, & Maramba, 2011). Concurrently, many of the areas of greatest economic opportunity exist in STEM related fields (National Research Council, 2011). In order to overcome the opportunity gap that exists between White students and students of color, it is essential for schools and districts to research and implement best practices related to STEM in classrooms. The practices must not only be based in strong pedagogy and professional awareness, but also include culturally responsive practices both within the classroom and the building (Johnson, Peters-Burton, & Moore, 2016)and development of STEM mentors both in and out of the classroom (Ware & Stein, 2013).

Chapter 1 Introduction
Background of the Problem
Science and math related education has been in an ongoing state
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