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<jats:p>Across many different contexts, randomized evaluations find that school participation is sensitive to costs: Reducing out-of-pocket costs, merit scholarships, and conditional cash transfers all increase schooling. Addressing child health and providing information on how earnings rise with education can increase schooling even more cost-effectively. However, among those in school, test scores are remarkably low and unresponsive to more-of-the-same inputs, such as hiring additional teachers, buying more textbooks, or providing flexible grants. In contrast, pedagogical reforms that match teaching to students’ learning levels are highly cost effective at increasing learning, as are reforms that improve accountability and incentives, such as local hiring of teachers on short-term contracts. Technology could potentially improve pedagogy and accountability. Improving pre- and postprimary education are major future challenges.</jats:p>

<jats:p>Specific learning disabilities (SLDs) are estimated to affect up to 10% of the population, and they co-occur far more often than would be expected, given their prevalences. We need to understand the complex etiology of SLDs and their co-occurrences in order to underpin the training of teachers, school psychologists, and clinicians, so that they can reliably recognize SLDs and optimize the learning contexts for individual learners.</jats:p>

<jats:p>The world needs young people who are skillful in and enthusiastic about science and who view science as their future career field. Ensuring that we will have such young people requires initiatives that engage students in interesting and motivating science experiences. Today, students can investigate scientific phenomena using the tools, data collection techniques, models, and theories of science in physical laboratories that support interactions with the material world or in virtual laboratories that take advantage of simulations. Here, we review a selection of the literature to contrast the value of physical and virtual investigations and to offer recommendations for combining the two to strengthen science learning.</jats:p>

<jats:p>Challenges facing our public schools demand a bold brand of teacher leadership. Teacherpreneurs, effective teachers who teach students regularly but also incubate and execute the kinds of policies and pedagogies students deserve, represent a new culture of training and ingenuity. Teachers who lead outside the classroom but do not lose their connection to students are best positioned to develop and disseminate best policies and practices for 21st-century teaching and learning.</jats:p>

<jats:p>The Next Generation Science Standards will require large-scale professional development (PD) for all science teachers. Existing research on effective teacher PD suggests factors that are associated with substantial changes in teacher knowledge and practice, as well as students’ science achievement. But the complexity of the U.S. educational system continues to thwart the search for a straightforward answer to the question of how to support teachers. Interventions that take a systemic approach to reform hold promise for improving PD effectiveness.</jats:p>

<jats:p>Business leaders depend on an education system capable of providing a workforce able to compete in a global marketplace. As a partner in education reform, the business community advocates for an increased focus on helping schools connect students more effectively to the world of work through hands-on problem-solving activities and practical experiences.</jats:p>

<jats:p>Educational policy increasingly emphasizes knowledge and skills for the preprofessional “science pipeline” rather than helping students use science in daily life. We synthesize research on public engagement with science to develop a research-based plan for cultivating competent outsiders: nonscientists who can access and make sense of science relevant to their lives. Schools should help students access and interpret the science they need in response to specific practical problems, judge the credibility of scientific claims based on both evidence and institutional cues, and cultivate deep amateur involvement in science.</jats:p>

<jats:p>To effectively address problems in education, research must be shaped around a problem of practice. Reorienting research and development in this way must overcome three obstacles. First, the incentive system for university researchers must be changed to reward research on problems of practice. Second, the contexts must be created that will allow the complexity of problems of practice to be understood and addressed by interdisciplinary teams of researchers, practitioners, and education designers. And third, meaningful experimentation must become acceptable in school systems in order to develop a better understanding of how to effectively stimulate and support the desired changes.</jats:p>

<jats:p>Proficiency in science is being defined through performance expectations that intertwine science practices, cross-cutting concepts, and core content knowledge. These descriptions of what it means to know and do science pose challenges for assessment design and use, whether at the classroom instructional level or the system level for monitoring the progress of science education. There are systematic ways to approach assessment development that can address design challenges, as well as examples of the application of such principles in science assessment. This Review considers challenges and opportunities that exist for design and use of assessments that can support science teaching and learning consistent with a contemporary view of what it means to be proficient in science.</jats:p>

<jats:title>Sticky Responses</jats:title> <jats:p> A textbook example of an unaccounted-for consequence (externality) of commercial or industrial activity is the production of pollutants where neither the producer nor the buyer bears the cost of using common environmental resources. <jats:bold>Dasgupta and Ehrlich</jats:bold> (p. <jats:related-article xmlns:xlink="http://www.w3.org/1999/xlink" ext-link-type="doi" issue="6130" page="324" related-article-type="in-this-issue" vol="340" xlink:href="10.1126/science.1224664">324</jats:related-article> ) offer a theoretical analysis of externalities in two other areas of modern life—human fertility and material consumption. For example, when fertility decline lags mortality decline, the consequence could be environmental crash, the likelihood of which is greater if the environmental effects of consumption or population growth are external to the market. </jats:p>