FABBS Selected for Day One Policy Accelerator Cohort

September 10, 2020

FABBS is excited to announce our participation in the second Day One Accelerator Cohort—a platform to democratize science, tech, and innovation policy development. The goal of the Day One Project is to identify 100 actionable ideas for the first day of the next Presidential term. As part of this cohort, FABBS will be participating with 14 other teams from different corners of the S&T community to develop a policy proposal over 45 days. FABBS’ selected policy

Focusing on Numbers Ignores Sources of Gender Bias

September 10, 2020

In a new paper on testing and gender bias published in the FABBS journal, Policy Insights from the Behavioral and Brain Sciences, author Joseph R. Cimpian quotes an elementary school teacher:

            “These are my students’ standardized test scores, and there are absolutely no gender differences. See, the girls can do just as well as the boys if they work hard enough.”

In “Why Focusing on Test

Sense of Belonging Critical for Students

July 9, 2020

Like all teenagers, Black students need to feel like they belong, especially in school, where “belongingness” can impact mental health and future outcomes, according to a new paper in Policy Insights from the Behavioral and Brain Sciences.

To help these students, teachers and administrators need to recognize and understand how racial oppression has undermined belongingness needs, according to the paper, “Why Black Adolescents Are Vulnerable at School and How Schools

Collaboration and Continued Education for STEM Teachers to Improve Outcomes

May 21, 2020

More than half of all children in the United States fail to meet basic proficiency scores in math and science.  New research in Policy Insights from the Behavioral and Brain Sciences finds schools can bolster educational outcomes in STEM through a combination of teacher professional development and new curriculum materials.

“Without changes to classroom processes—what is happening in the classroom each day between teachers, students, and content—student learning