Martin Osae, the Carnegie Honor Mathematics at West Dallas STEM School Program at Pinkston, has been selected to be part of the steering panel for the 2028 National Assessment of Educational Progress Science (NAEP) Assessment Framework project.
The NAEP, often referred to as “The Nation’s Report Card,” has been assessing student achievements for more than 50 years.
The National Assessment Governing Board initiated a review of the NAEP Science Framework in 2021, leading to the selection of skilled people for the 2028 project. Osae, who has years of experience in science education, said he was honored to be selected for this role.
Osae had a strong desire to improve national science education. His belief in the effectiveness of hands-on experiences and the importance of cross-cutting concepts and science engineering practices motivated him to apply for the steering panel. His passion for science teaching, mentoring, and STEM advocacy opened up this opportunity for him.
Recognizing the need for improvement in science success, Osae and his colleagues on the steering panel closely examined the teaching of science. Their mission is to ensure science and engineering practices are integrated into curriculum that is suitable for the student’s age, promoting skills such as research planning, data analysis and interpretation, and constructing explanations.
The revised framework provides educators, institutions, and school districts with a valuable road map. By incorporating scientific and engineering practices with cross-cutting concepts, it intends to prepare science-literate students capable of competing on an international level.
“Serving on the Steering Panel has been a great joy, and I consider it the highlight of my career as a science educator and science teacher mentor,” he said.
Osae’s experiences and passion for STEM education motivated him to launch STEM In The City, a community program scheduled to begin this month. This initiative will offer weekend field trips and excursions to local places of scientific interest, helping students gain a better understanding of STEM fields.
“While there is optimism for the future of STEM, educators must be willing to create an environment that encourages active engagement in science, not just theoretical teaching,” he said.
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