K-12 education

Writing for The Boston Globe, Prof. Joshua Angrist, Prof. Parag Pathak and Amanda Schmidt of Blueprint Labs examine the effectiveness of Boston’s school assignment system and transportation policy. “Boston schools have improved greatly since 1974: Dropout rates for all students have declined, and gaps by race, while still present, have narrowed,” they write. “School assignment plans originating in 1974 may therefore be less useful today. It’s time to consider changing transportation policy in light of these changes in the city’s education landscape.” 

Yamilée Toussaint '08 has founded STEM From Dance – a dance program that combines STEM education and the performing arts as part of an effort to make STEM fields more accessible and engaging. The program currently works with girls of color in cities around the country. “I believe that the solution to some of the world’s most pressing problems relies on these girls being in the room because they have a different set of life experiences,” says Toussaint. “They’re creative, they’re intellectual, they’re curious, they’re artistic, and they’re going to bring a different set of ideas to the table, so we must make sure that they are included.”

IEEE Spectrum reporter Willie D. Jones spotlights Prof. Wesley Harris, who has “not only advanced the field of aerospace engineering but has also paved the way for future generations to soar.” Jones notes Harris’ commitment to “fostering the next generation of engineers, particularly students of color.” Harris explains: “I’ve always wanted to be like my high school teacher—a physicist who not only had deep knowledge of the scientific fundamentals but also compassion and love for Black folks.” 

Boston Globe columnist Scott Kirsner spotlights Prof. Mitchel Resnick, Prof. Neil Gershenfeld, and the late Prof. Emeritus Woodie Flowers and their work developing programs that “get kids excited about, and more proficient in, STEM.” Kirsner underscores: “Each of the initiatives brings some of the hands-on problem solving, messiness, and collaborative prototyping elements of MIT’s culture into the wider world. And they’ve all had a big impact on the way kids learn about technology.”

The final round of the Zero Robotics competition at the MIT Media Lab featured high school students from around the country facing off in a programming challenge using the SPHERES satellites aboard the International Space Station, reports Glenn Jones for NBC Boston. The event “welcomed about 70 middle schoolers from diverse backgrounds to participant in the finals of a robotics competition that featured live dialogue with astronauts on the International Space Station.”

BioBuilder, a program spun out of MIT that is being used in 1,000 high schools across the country, aims to provide high school students with an opportunity to experience engineering and problem solving in the classroom, reports Kelly Sullivan for Boston 25 News. “We’re really hoping to help attract students to the field and get them interested and, train them up so that the industry can have the talent they need,” says BioBuilder Executive Director Natalie Kuldell. 

DragonBot, an AI tool developed by the MIT Personal Robotics Group, “is designed to teach children empathy and social skills,” reports Neil Sahota for Forbes. “These interactions, while mediated through technology, are invaluable in nurturing the social and emotional growth of children,” writes Sahota.

A program aiming to give kids a new strategy to learn reading is the goal of a new program developed by researchers from the MIT Integrated Learning Initiative, Harvard Graduate School of Education, and Florida State University, reports Kate Snow for NBC News. Currently serving 45,000 North Carolina third graders in 102 schools, Reach Every Reader is “weaving reading across subjects, like science and social studies,” rather than having just one class dedicated to reading, she says.

Break Through Tech A.I., a new program hosted and supported by MIT and a number of other universities, is providing free artificial intelligence courses to “reduce obstacles to tech careers for underrepresented college students, including lower-income, Latina and Black young women,” reports Natasha Singer for The New York Times. The program “aims to help lower-income students, many of whom have part-time jobs on top of their schoolwork, learn A.I. skills, develop industry connections and participate in research projects they can discuss with job recruiters,” writes Singer. 

Researchers for MIT and Google are providing a free “Generative AI for Educators Course,” with the aim of helping middle and high school teachers use generative AI tools in the classroom. “MIT RAISE believes knowledge of generative AI is a key factor in creating a more equitable future for education,” says Cynthia Breazeal, director of MIT RAISE. “We’re thrilled to collaborate with Google to offer the Generative AI for Educators Course – providing middle and high school teachers with no-cost AI training. This course empowers educators to confidently integrate AI into their teaching, creating richer and more accessible learning experiences for all students.”

MIT and Google are offering a free Generative AI for Educators course “designed to help middle and high school teachers learn how to use generative AI tools to personalize instruction, develop creative lessons and save time on administrative tasks,” reports Jack Kelly for Forbes.

Boston Globe reporter Aaron Pressman spotlights the Perkins School for the Blind Hackathon held at MIT. “The students divided into 10 teams, named after colors, and picked one of eight challenges Perkins had crafted, such as assisting a blind person to navigate an indoor space or to pick up non-verbal cues in video conference conversations,” writes Pressman. “But before writing a line of code, the teams met with people with a disability relevant to the challenge they had selected.”

Emily Calandrelli SM '13 speaks with NPR host Adam Bearne about using her science background to encourage children to explore the world of science. Calandrelli has just published a new book of family friendly experiments called, “Stay Curious and Keep Exploring: Next Level.” 

Writing for The Boston Globe, Prof. Mitchel Resnick explores how a new coding app developed by researchers from the Lifelong Kindergarten group is aimed at allowing young people to use mobile phones to create interactive stories, games and animations. Resnick makes the case that with “appropriate apps and support, mobile phones can provide opportunities for young people to imagine, create, and share projects.”

Prof. Eric Klopfer, co-director of the RAISE initiative (Responsible AI for Social Empowerment in Education), speaks with GBH reporter Diane Adame about the importance of providing students guidance on navigating artificial intelligence systems. “I think it's really important for kids to be aware that these things exist now, because whether it's in school or out of school, they are part of systems where AI is present,” says Klopfer. “Many humans are biased. And so the [AI] systems express those same biases that they've seen online and the data that they've collected from humans.”