NASEM report on mathematical and statistical modeling education in prekindergarten through 12th grade

(a) Study Not later than 180 days after the date of the enactment of this Act, the Director shall seek to enter into an agreement with the National Academies of Sciences, Engineering, and Medicine (in this section referred to as NASEM) (or if NASEM declines to enter into such an agreement, another appropriate entity) under which NASEM, or such other appropriate entity, agrees to conduct a study on the following: (1) Factors that enhance or barriers to the implementation of mathematical modeling and statistical modeling in elementary and secondary education, including opportunities for and barriers to the use of modeling to integrate mathematical and statistical ideas across the curriculum, including the following: (A) Pathways in mathematical modeling and statistical problem solving from kindergarten to the workplace so students are able to identify opportunities to use their school mathematics and statistics in a variety of jobs and life situations and so employers can benefit from students’ school learning of data science, computational thinking, mathematics, statistics, and related subjects. (B) The role of community-based problems, service-based learning. and internships for connecting students with career preparatory experiences. (C) Best practices in problem-, project-, and performance-based learning and assessment. (2) Characteristics of teacher education programs that successfully prepare teachers to engage students in mathematical modeling and statistical modeling, as well as gaps and suggestions for building capacity in the pre-service and in-service teacher workforce. (3) Mechanisms for communication with stakeholders, including parents, administrators, and the public, to promote understanding and knowledge of the value of mathematical modeling and statistical modeling in education. (b) Public stakeholder meeting In the course of completing the study described in subsection (a), NASEM or such other appropriate entity shall hold not fewer than one public meeting to obtain stakeholder input on the topics of such study. (c) Report The agreement under subsection (a) shall require NASEM, or such other appropriate entity, not later than 24 months after the effective date of such agreement, to submit to the Director, the Secretary of Education, and the Congress a report containing the following: (1) The results of the study conducted under subsection (a). (2) Recommendations to modernize the processes described in subsection (a)(1). (3) Recommendations for such legislative and administrative action as NASEM, or such other appropriate entity, determines appropriate. (d) Funding $1,000,000 for each of the fiscal years 2026 through 2030 is authorized to be used by the Directorate for STEM Education of the Foundation to carry out this section.

(a) Study Not later than 180 days after the date of the enactment of this Act, the Director shall seek to enter into an agreement with the National Academies of Sciences, Engineering, and Medicine (in this section referred to as NASEM) (or if NASEM declines to enter into such an agreement, another appropriate entity) under which NASEM, or such other appropriate entity, agrees to conduct a study on the following: (1) Factors that enhance or barriers to the implementation of mathematical modeling and statistical modeling in elementary and secondary education, including opportunities for and barriers to the use of modeling to integrate mathematical and statistical ideas across the curriculum, including the following: (A) Pathways in mathematical modeling and statistical problem solving from kindergarten to the workplace so students are able to identify opportunities to use their school mathematics and statistics in a variety of jobs and life situations and so employers can benefit from students’ school learning of data science, computational thinking, mathematics, statistics, and related subjects. (B) The role of community-based problems, service-based learning. and internships for connecting students with career preparatory experiences. (C) Best practices in problem-, project-, and performance-based learning and assessment. (2) Characteristics of teacher education programs that successfully prepare teachers to engage students in mathematical modeling and statistical modeling, as well as gaps and suggestions for building capacity in the pre-service and in-service teacher workforce. (3) Mechanisms for communication with stakeholders, including parents, administrators, and the public, to promote understanding and knowledge of the value of mathematical modeling and statistical modeling in education. (b) Public stakeholder meeting In the course of completing the study described in subsection (a), NASEM or such other appropriate entity shall hold not fewer than one public meeting to obtain stakeholder input on the topics of such study. (c) Report The agreement under subsection (a) shall require NASEM, or such other appropriate entity, not later than 24 months after the effective date of such agreement, to submit to the Director, the Secretary of Education, and the Congress a report containing the following: (1) The results of the study conducted under subsection (a). (2) Recommendations to modernize the processes described in subsection (a)(1). (3) Recommendations for such legislative and administrative action as NASEM, or such other appropriate entity, determines appropriate. (d) Funding $1,000,000 for each of the fiscal years 2026 through 2030 is authorized to be used by the Directorate for STEM Education of the Foundation to carry out this section.