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It highlights afterschool and summer programs as key expansion venues due to participant representation, low staff-to-student ratios, and support for inquiry-based, project-focused learning. Evidence from frontline staff surveys shows barriers in informal science education, including limited buy-in, training, and materials. To close the STEM gap, it presents a national initiative using a dual systemic approach to build culture change and professional capacity, supported by evaluative results across multiple cities.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/shifting-expectations-bringing-stem-to-scale-through-expanded-learning-systems/590402/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/shifting-expectations-bringing-stem-to-scale-through-expanded-learning-systems/590402.png","ImageObject",300,407,{"name":92,"@type":93},"Pentious","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-23","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the text emphasize STEM education improvement?","Question",{"text":112,"@type":113},"It states that improving the nation’s competitiveness in science fields requires better STEM education, particularly for underserved youth.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What makes afterschool and summer programs well suited for STEM growth?",{"text":117,"@type":113},"The text highlights their participant demographics, low staff-to-student ratios, and opportunities for hands-on, project-based, inquiry-driven learning.",{"name":119,"@type":110,"acceptedAnswer":120},"What barriers prevent high-quality informal science education in afterschool programs?",{"text":121,"@type":113},"Surveyed frontline staff report obstacles such as lack of buy-in or science comfort/experience, insufficient training, and limited materials.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590402,1792188879,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},1374404730887,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","shifting expectations  \nBringing STEM to Scale through Expanded Learning Systems  \nby Jessica Donner and Yvonne Wang  \nThere is widespread consensus that improving our nation’s competitiveness in science fields urgently demands improved science, technology, engineering and math (STEM) education, particularly for underserved youth. Asa result, policymakers, funders, and educators have led a call to stimulate the U. S. STEM pipeline. Recognizing that schools can’t do it alone, they have called for “all handson deck” to boost STEM achievement, ignite passionsin science, and expose students—particularly female and minority students—to STEM career possibilities.  \nExpanded learning opportunities, such as afterschool and summer programs, are particularly well positioned to help address the STEM education crisis (Afterschool Alliance, 2011) . A large percentage of youth participating in afterschool programs are members of groups traditionally underrepresented in STEM fields. Additionally, the nature of these programs—featuring  \nlow student-to-staff ratios and opportunities for handson and project-based learning—makes them an ideal environment for inquiry-based informal science education (Friedman & Quinn, 2006) . Nevertheless, highquality STEM education does not seem to be happening  \nJESSICA DONNER is the director of the Collaborative for Building After School Systems (CBASS), a coalition of afterschool intermediary organizations representing cities and regions across the country. CBASS’s mission is to expand the availability of learning opportunities that help children gain the skills, knowledge, and experiences they need to lead successful lives. Prior to CBASS, she managed service-learning initiatives at the Academy for Educational Development and Massachusetts Department of Education. Jessica holds a master’s degree in urban policy from the New School for Management and Urban Policy.  \nYVONNE WANG is the research and evaluation manager at New York City’s Department of Education, where she evaluates blended and personalized learning programs. Previously, she evaluated STEM programs at TASC, a nonprofit dedicated to expanding learning opportunities. She sits on the board of directors for Scholarship for Advanced Guyanese Education (SAGE), a nonprofit she co-founded to send Guyanese students to college. She received her master’s in public administration from New York University’s Wagner Graduate School of Public Service  \nat scale. Science education is not typically expected of programs in the way that art, music, and physical activity are. As noted in a 2008 study from the Coalition for Science After School (Chi, Freeman, & Lee, 2008) surveys of frontline staff have revealed significant obstacles for informal science education in afterschool, including lack of staff buy-in, comfort, or experience in science; insufficient staff training; and a lack of materials. To address the STEM gap in expanded learning programs, expectations of programs must change and frontline staff must be supported with professional development in STEM.  \nA National Strategy to Build STEM Education Systems  \nIn an effort to prepare all children for post-secondary success and a lifetime of science-based learning, the Collaborative for Building After-School Systems (CBASS) and TASC, with generous support from the Noyce Foundation, have developed a national initiative to institutionalize engaging, inquiry-based STEM experiences in afterschool. In 2007, TASC set out to stimulate a culture shift among afterschool leaders and staff in order to increase the demand for and delivery of high-quality informal science education in New York City afterschool programs. This strategy, Frontiers in Urban Science Exploration (FUSE), employs a twofold systemic approach to bring about this culture shift and shape practice. First, a “grasstops” strategy, led by local out-ofschool time (OST) intermediary organizations, engages leaders and staff of schools and afterschool programs, al","cbCaieNXYi8c7bx4","https://ap.wps.com/l/cbCaieNXYi8c7bx4","pdf",217950,"English","# A STEM education urgency and the role of expanded learning\n## Expanded learning opportunities as an ideal setting\n## Barriers to high-quality informal science education\n# A National Strategy to Build STEM Education Systems\n## The FUSE initiative and its systemic approach\n## Core program and system elements\n# Promising Approaches","[{\"question\":\"Why does the text emphasize STEM education improvement?\",\"answer\":\"It states that improving the nation’s competitiveness in science fields requires better STEM education, particularly for underserved youth.\"},{\"question\":\"What makes afterschool and summer programs well suited for STEM growth?\",\"answer\":\"The text highlights their participant demographics, low staff-to-student ratios, and opportunities for hands-on, project-based, inquiry-driven learning.\"},{\"question\":\"What barriers prevent high-quality informal science education in afterschool programs?\",\"answer\":\"Surveyed frontline staff report obstacles such as lack of buy-in or science comfort/experience, insufficient training, and limited materials.\"}]","shifting expectations - Bringing STEM to Scale through Expanded Learning Systems | PDF",1792069563]