Chapter 9: NYSCI Neighbors: Creating Locally Driven Authentic Opportunities for Immigrant Parents in a STEM Ecosystem¹

At a time when scientific and technological competence is vital to the nation’s future, the underachievement of U.S. students in science in part reflects the uneven quality of science education. In New York City, for example, 62% of eighth grade students scored below basic level, 24% performed at the basic level, and only 13% scored at the proficient level on the Science portion of the National Assessment of Educational Progress, often referred to as our Nation’s Report Card (National Center for Education Statistics, 2011). It has long been recognized that the level of pre-K-12 science, technology, engineering, and mathematics (STEM) education in the United States—particularly in poorer communities—is inadequate. For instance, a National Academy of Science report on minorities in STEM revealed that low-income families of color still do not have access to quality STEM education, which is linked to minorities’ subsequent underrepresentation in STEM careers (Committee on Underrepresented Groups and the Expansion of the Science and Engineering Workforce Pipeline & Committee on Science, Engineering, and Public Policy and Global Affairs, 2011).