Our Journey

By 2030, Learn Fresh will support 15,000 STEM educators in creating inclusive, engaging classrooms, with a focus on those serving students in low-income communities. We will achieve this through strong community partnerships and high-quality professional development, including hands-on workshops, ongoing coaching, and high-quality STEM materials. These offerings equip educators with practical strategies to implement culturally responsive STEM instruction, connect math and science concepts to students’ lived experiences, and use sports, data, and storytelling to foster representation and belonging in the classroom and beyond. Over the next five years, we aim to reach 1.5 million students globally, expanding access to meaningful STEM education and helping close opportunity gaps.

Learners Edge is committed to providing educators with research-based applicable science, technology, and math professional learning. Over the next 5 years, we commit to supporting 350+ educators across the country to better understand the critical impact of exclusion on students from Black, Latinx and Native American populations and with intersectional identities through two initiatives:
1) revising existing graduate-level continuing education courses and supplemental content to facilitate the development of educator skills and mindsets that cultivate belonging in STEM classes

2) developing new graduate-level coursework and supplemental content that engages educators in critical reflection, strategy implementation, and advocacy that improves learning experiences for Black, Latinx and Native American students

We’ll use our research-based professional learning model to facilitate this important work and measure impact through self-reported shifts in teacher practice— new knowledge acquisition, increase in confidence, and frequency of strategy implementation– as well as student-reported impact on belonging in STEM learning.

Over the next decade, Learning Blade will introduce over 200,000 underserved students to STEM and computer science career pathways, expanding their interest and awareness of the opportunities in the real world to ensure that all students see themselves in STEM and CS. STEM Career Awareness shows students how STEM careers can help people, support students to find their path and develop a sense of purpose. Learning Blade supports teachers with resources that develop students’ interest and engagement in the STEM/CS workforce, specifically for underserved students. By providing teachers access to high-quality career exploration and project-based learning, we help expand students’ sense of belonging in the STEM/CS workforce. Our teacher professional development and student learning experiences focus on making sure ALL students see themselves in STEM/CS.

Learning Blade will support communities of teachers by training over 3,000 teachers with the knowledge and resources to help expand student participation in STEM and computer science over the next five years. We commit to providing high-quality professional development (PD) that focuses specifically on best practices of career exploration and its impact on building more racially diverse participation in STEM. Learning Blade professional development (PD) is accredited by CSTA and accepted by states for PD credit. Learning Blade shows educators how to integrate career exploration resources across the disciplinary silos and highlights the best practice of using cross-disciplinary standards to connect career exploration to real-world problem-solving scenarios.

The Learning Technology Center will support 500 STEM teachers in the next three years, with 80% of participating teachers serving in schools where students may face barriers to STEM success due to limited resources or opportunities. We will do this by providing targeted professional development on computational thinking, computer science, AI, robotics, physical computing, human-centered design, cybersecurity, and other relevant K-12 STEM concepts.  We will continue cultivating strategic partnerships with organizations such as higher education to support K-12 STEM research and resource development, as well as partners specifically focused on supporting populations currently underrepresented in STEM, such as rural, multi-lingual, economically disadvantaged, minority, and special education. Finally, we will expand our collaboration efforts with school leaders to develop sustainable implementation plans for STEM and CS education in their school districts, leading to improved learning outcomes across diverse student populations.

Lehman College CUNY Department of Middle and High School Education commits to prepare Black and Latinx teachers to foster belonging in their STEM classrooms: Over the next 5 years we will continue and expand on our certifications and scholarship programs to encourage students to explore instructional practices grounded in equity in the classroom. Specifically, we are implementing a dual certification that will allow students to focus on special education as well as an area of content expertise such as math or science. Additionally, we will continue LUTE STEM a year-long scholarship program that serves as extended student/teacher training for pre-service teachers. While in the program students receive equity training and learn liberatory design and restorative justice practices. We will also continue our Human Rights and Transformative Justice certification that provides teachers with tools to utilize equity and social emotional learning. Finally, we will continue to share the teaching of universal design learning strategies and culturally relevant pedagogy to our students through seminars that foster discourse on these topics.

Commitment Statement Coming Soon

In collaboration with the College of Engineering and the College of Arts and Sciences, Lipscomb University’s College of Education will intentionally assist in attracting more STEM educators by continuing Computer Science, Science, and Math engagement with 100 high school students (predominantly students of color, first-generation college) through high quality and rigorous summer programming which involves full day interactions with faculty to support students with hands-on activities, collaborative projects, and engaging lessons to inspire curiosity and creativity. To help remove financial barriers for students interested in STEM education, we will offer scholarships in partnership with the National Science Foundation for students who enroll in our education preparation program in a STEM field. By 2029, we will prepare 75 6-8/6-12 educators for successful initial licensure or add-on endorsements in Math, Science, or Computer Science.

By 2029, the Los Angeles Education Partnership (LAEP) will support 200 teachers in cultivating inclusive, dynamic classrooms, reaching approximately 30,000 students across 800 classrooms. Our vision is to create environments where every student feels a profound sense of belonging in STEAM fields. At least 75% of these teachers will serve in schools predominantly supporting Black, Latinx, and Native American students, ensuring our efforts address communities historically underrepresented in STEAM.

We will provide holistic support to educators through coaching and professional development, empowering them to guide their students toward at least one year of academic growth while also building their leadership capacity. This includes a strong focus on DEIB (Diversity, Equity, Inclusion, and Belonging) work and cognitive coaching to help teachers become catalysts for systemic change.

Our approach will equip STEAM practitioners with best practices in culturally responsive teaching, along with differentiated strategies to meet the diverse needs of their students. We will also foster community partnerships that bridge STEAM learning with real-world applications and create schoolwide STEAM cultures. These efforts will empower teachers to establish mentorship networks and dismantle systemic barriers to STEAM inclusion.
By adopting this holistic model, we aim to increase student engagement, elevate academic achievement, and inspire sustained interest in STEAM careers. In doing so, we hope to pave the way for a more equitable and inclusive future in STEAM.

By 2029, Los Angeles Unified School District (LAUSD) is committed to providing a California-accredited Preliminary Multiple Subject and Single Subject Mathematics and Science program to over 900 new teachers for our linguistically and racially diverse P12 schools. Throughout the two-year program, the STEAM disciplines will be introduced in conjunction with effective instructional strategies to meet the needs of LAUSD’s diverse student population. At least 92% of the Candidates will demonstrate increased effectiveness in the classroom as evidenced by classroom observations based on reflective cycles of instruction and administrator evaluations.

In addition, LAUSD will continue to provide K-12 experienced credentialed teachers an opportunity to obtain a STEAM Micro-Credential, that includes 105 hours of blended professional learning which will increase the number of trained STEAM teachers over the next five years.

Loyola Marymount University is committed to recruiting, retaining and supporting BIPOC educators in California to ensure that students in LA and across the state have educators who reflect their identity. LMU is working with the Consortium of Charter Schools in LA to build a residency pathway focused on diversifying the educator workforce in LA and hopes to recruit and retain 90 residents by 2027 that primarily serve the BIPOC communities of LA and primarily identify as BIPOC educators.  In addition, LMU is working with Teach For America- Los Angeles as a certification partner to certify educators in high-need placements like STEM.  This partnership has emphasized recruiting BIPOC STEM educators to serve in high-need LA schools. LMU is committed to providing $5 million in scholarship by 2027 support to ensure that certification is a realistic option for educators who are coming from low-income backgrounds supporting both teacher recruitment and retention in LA.  Lastly, recognizing the critical role that education leaders play in fostering student and educator belonging for educators and students of color, LMU has built a partnership with the Diversity in Leadership Institute (DLI) to recruit 180 education leaders by 2027, 100% of whom identify as people of color and to provide supports to these exceptional leaders to foster environments of belonging in the schools and systems they lead both for BIPOC students and BIPOC educators in their school and district communities.

“We commit to increase the number of STEM teachers that complete our program, preparing 150 STEM teachers over the next 5 years by promoting the addition of science and math middle grades endorsements amongst elementary and secondary teacher candidates. We commit to increasingly prepare teachers for schools that currently face the greatest shortages by deepening our existing school partnerships that serve Title 1 students and families through regular meetings with school partners to review how our field-based approach to teacher education can be more mutually beneficial to these partner schools and communities.

Loyola University Chicago commits increasing support our teacher candidates to develop the skills and mindsets to foster belonging in STEM classrooms, especially for Black, Latinx and/or Native American students, by regularly reviewing and redesigning program curricula as necessary to ensure it promotes anti-racist, anti-bias, and culturally relevant education.”

Commitment Statement Coming Soon

By 2027, we will support 3,000 formal and informal educators across the U.S. through high-quality and culturally-responsive STEM professional learning. We plan to engage 100 educators from marginalized communities/populations in co-designing these professional learning opportunities that build from an assets-based mindset leveraging the expertise, lived experiences, and equitable power already present. We will develop strategies influenced by culturally-responsive tools that examine both the barriers to high-quality professional learning and access to educators’ perspectives. We will strategically design educator programming and support to address different levels, interests, and entry points.

The Mary Lou Fulton Teachers College (MLFTC) at Arizona State University (ASU) is committed to STEM education workforce solutions to benefit learners, educators, and their communities. ASU’ MLFTC is a world-class college of education that excels at both educator preparation and research. Our college mission is to create knowledge, mobilize people, and take action to improve education. Our university charter urges us to assume fundamental responsibility for the economic, social, cultural, and overall health of the communities we serve. As part of the MLFTC’s mission and charter, ASU’s MLFTC will provide better ways for people to enter, specialize, and advance in the STEM profession by 2029. Through our educator and leader preparation programs and professional learning programs, we commit to preparing 10% more educators who enter, specialize, and advance in STEM-related roles. MLFTC’s participation in this work contributes to the Beyond 100 Network’s efforts to prepare and retain STEM educators, especially those from diverse backgrounds so that learners from all backgrounds feel a sense of belonging.

By 2027, the Math Circle Network will provide professional development to at least 6,000 teachers annually, of whom the majority will teach in Title I schools, using well-tested materials designed to foster productive mathematical mindsets and sense of belonging especially among students from historically marginalized communities. Previous research has demonstrated that Math Teacher Circle (MTC) participation increases teachers’ sense of belonging, growth mindset, and mathematical identity, as well as their use of inquiry-oriented classroom practices. Over the course of the next 5 years, we will systematically refine existing professional development materials in response to the expressed needs of MTC teachers in Title I schools.

By 2027, the Math Circle Network will double the number of regional networks of Math Teacher Circles to 16 by partnering with state and local education agencies. Previous research has shown that Math Teacher Circle participation increases teachers’ sense of belonging as well as their engagement and leadership in the profession. By working closely with school administrators, we can ensure these mathematical communities are well integrated into teachers’ workplace culture.

Over the next five years, Math for America will continue to support ~1000 K-12 STEM educators per year across New York City and the ~100,000 students they serve by cultivating classrooms of STEM belonging with a special focus on the needs of BIPoC, LGBTQlA+, and multilingual students and teachers. This will be accomplished by building a robust selection of over 400 high quality PD offerings for educators each year aligned with equity and inclusion, CRSE, national STEM standards, relevant and cutting edge STEM content and pedagogy, and teacher leadership. This will result in transformative learning and leadership experiences that guide teachers in their classrooms, schools, and broader communities, ultimately contributing to STEM teachers remaining in the classroom long-term.

Over the next five years, Math for America Los Angeles (MfA LA) will retain 80 secondary school math and/or computer science (CS) educators in the greater Los Angeles area with a focus on serving Black, Latinx, and/or Native American students. By taking teachers’ needs seriously, respecting them as professionals, and caring for them as individuals, we aim to provide teachers with everything they need to teach ambitiously and equitably, while doing so with joy and confidence. MfA LA aspires to achieve a critical mass of highly-effective math and CS teacher leaders in the greater Los Angeles area so as to improve student learning and create more equity and justice. We estimate these efforts will impact learning for roughly 16,000 secondary school students per year.

MSU Denver’s School of Education (SOE) will recruit and prepare 212 Black, Latinx, and Native American STEM teachers by 2029. To do this we will: 1. Develop a campaign about teaching as a profession that elevates the voices of SOE alumni educators of color as ambassadors of the profession. 2. Leverage existing initiatives that recruit and prepare candidates of color (e.g. Call Me MISTER, Hawkins Grant) 3. Ensure preparation programs consist of culturally relevant and sustaining pedagogy for all aspiring teachers. 4. Infuse preparation programs with trauma-informed practices. 5. Support social-emotional wellness of candidates through alliance groups. 6. Provide diverse mentors who receive appropriate instruction and compensation.

MIND Research is committed to developing high quality, effective instructional aids and resources that will engage approximately 1,000 teachers in the learning process over the next 5 years, with the goal of elevating the learning atmosphere for all learners, especially Black, Latinx and/or Native American students. In order to accomplish this goal, MIND Research will partner with students, teachers, administrators, and parents all over the United States. We have committed to true collaboration and data gathering on improving the student experience in the learning process. These partnerships are designed to elevate and highlight student and teacher assets, especially the assets of Black, Latinx, and/or Native American students. These partnerships are critical and will continue over the next 5 years as we seek to empower all students to see themselves as mathematicians.

By 2030, Mindset Math will prepare and support at least 500 high school students as peer STEM educators— with at least 60% from historically underserved communities. Through our peer-led teaching model, students gain direct experience in designing and delivering STEM programming, building a pathway into tutoring, mentoring, and eventually teaching.

To achieve this, we will expand youth educator programs to at least 60 sites across the U.S. and abroad, develop training resources that emphasize belonging and conceptual understanding, and share open-source curricula with partner educators to extend impact. By coupling hands-on teaching experience with innovative STEM curriculum development, we aim to inspire and sustain a diverse, committed pipeline of future STEM teachers.