{"id":1033,"date":"2025-12-13T20:39:51","date_gmt":"2025-12-13T20:39:51","guid":{"rendered":"https:\/\/research.ced.ncsu.edu\/esteemhub\/?page_id=1033"},"modified":"2026-06-17T22:32:21","modified_gmt":"2026-06-17T22:32:21","slug":"policy-and-guidelines","status":"publish","type":"page","link":"https:\/\/research.ced.ncsu.edu\/esteemhub\/resources\/policy-and-guidelines\/","title":{"rendered":"Reports and Guidelines"},"content":{"rendered":"\n\n\n\n
\n
\n
\n
\n \n
\n \n\n
\n
\n \"GAISE\n <\/div>\n <\/div>\n \n
\n \n

Guidelines for Assessment and Instruction in Statistics: College Report<\/h3>\n \n\n \t \t

The 2025 revision of the GAISE College Report reflects significant evolution in statistics and data science education since the 2016 version. This update reflects that students live, work, and play in a world that is increasingly data-informed and where technology is rapidly evolving.<\/p>\n\t \t \n

Download the report \n \n \n <\/svg><\/span><\/span><\/p>\n <\/div>\n\n <\/a>\n\n\n\n \n\n

\n
\n \"Early\n <\/div>\n <\/div>\n \n
\n \n

Early Childhood Data Science Framework<\/h3>\n \n\n \t \t

The Early Childhood Data Science Learning Framework describes 8 data learning goals children ages 4-7 are capable of attaining and strategies for effectively nurturing data mindsets related to key social and emotional skills. These goals are accompanied by a set of vignettes of classroom data science activities that illustrate how the learning goals work together to engage students in data investigations.<\/p>\n\t \t \n

Learn more \n \n \n <\/svg><\/span><\/span><\/p>\n <\/div>\n\n <\/a>\n\n\n\n \n\n

\n
\n \"National\n <\/div>\n <\/div>\n \n
\n \n

Data and Computing in K\u201312 Education: Foundational Competencies<\/h3>\n \n\n \t \t

A 2026 Consensus study produced by the National Academies presents a coherent national framework for developing the foundational competencies students need in data and computing. This report identifies seven shared competencies that span disciplines and grade levels and examines how they align with existing STEM standards and classroom practice.<\/p>\n\t \t \n

Read more \n \n \n <\/svg><\/span><\/span><\/p>\n <\/div>\n\n <\/a>\n\n\n\n \n\n

\n
\n \"Outlier\n <\/div>\n <\/div>\n \n
\n \n

Outlier Research & Evaluation at the Data Science Institute at the University of Chicago<\/strong><\/h3>\n \n\n \t \t

This resource brings together research, curriculum summaries, standards comparisons, state-level studies, and voices from the field to support the design and implementation of high school data science education.<\/p>\n\t \t \n

View these resources \n \n \n <\/svg><\/span><\/span><\/p>\n <\/div>\n\n <\/a>\n\n\n\n \n\n

\n
\n \"GAISEII\n <\/div>\n <\/div>\n \n
\n \n

Pre-K-12 Guidelines for Assessment and Instruction in Statistics Education II (GAISE II)<\/h3>\n \n\n \t \t

The demands for statistical literacy have never been greater. Statistically literate high-school graduate need to be able to evaluate the conclusions and legitimacy of reported results as well as formulate their own analyses.<\/p>\n\t \t \n

Download the report \n \n \n <\/svg><\/span><\/span><\/p>\n <\/div>\n\n <\/a>\n\n\n\n \n\n

\n
\n \"Cover\n <\/div>\n <\/div>\n \n
\n \n

Data Science for Undergraduates: Opportunities and Options<\/strong><\/h3>\n \n\n \t \t

This report details results from the consensus study conducted by the National Academies of Sciences, Engineering, and Medicine that offers a vision for the emerging discipline of data science at the undergraduate level. It emphasizes core underlying principles, intellectual content, and pedagogical issues specific to data science. Chapter 3 covers data science education across the undergraduate curriculum and middle and high school education.<\/p>\n\t \t \n

Download the report \n \n \n <\/svg><\/span><\/span><\/p>\n <\/div>\n\n <\/a>\n\n\n\n \n\n

\n
\n \"SET\n <\/div>\n <\/div>\n \n
\n \n

The Statistical Education of Teachers (SET) Report<\/h3>\n \n\n \t \t

The Statistical Education of Teachers (SET) report outlines the content and conceptual understanding teachers need to know in assisting their students to develop statistical reasoning skills. SET is intended for everyone involved in the statistical education of teachers, both the initial preparation of prospective teachers and the professional development of practicing teachers.<\/p>\n\t \t \n

Download the document \n \n \n <\/svg><\/span><\/span><\/p>\n <\/div>\n\n <\/a>\n\n\n\n \n\n

\n
\n \"NCTM\n <\/div>\n <\/div>\n \n
\n \n

Data Science in K-12<\/h3>\n \n\n \t \t

A joint position statement of NCTM, NSTA, ASA, NCSS, and CSTA in April 2024.<\/p>\n\t \t \n

Read more \n \n \n <\/svg><\/span><\/span><\/p>\n <\/div>\n\n <\/a>\n\n\n\n \n\n

\n
\n \"NCTM\n <\/div>\n <\/div>\n \n
\n \n

Teaching Data Science in High School: Enhancing Opportunities and Success<\/h3>\n \n\n \t \t

A position statement from NCTM in March 2024.<\/p>\n\t \t \n

Read more \n \n \n <\/svg><\/span><\/span><\/p>\n <\/div>\n\n <\/a>\n\n\n\n \n\n

\n
\n \"NCTM\n <\/div>\n <\/div>\n \n
\n \n

Preparing PreK-12 Teachers of Statistics<\/h3>\n \n\n \t \t

A joint position statement from NCTM\/ASA in September 2022.<\/p>\n\t \t \n

Read more \n \n \n <\/svg><\/span><\/span><\/p>\n <\/div>\n\n <\/a>\n<\/div>\n\n <\/div>\n <\/div>\n <\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":72,"featured_media":0,"parent":59,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"ncst_custom_author":"","ncst_show_custom_author":false,"ncst_dynamicHeaderBlockName":"ncst\/default-header","ncst_dynamicHeaderData":"{}","ncst_content_audit_freq":"","ncst_content_audit_date":"","footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-1033","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/research.ced.ncsu.edu\/esteemhub\/wp-json\/wp\/v2\/pages\/1033","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/research.ced.ncsu.edu\/esteemhub\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/research.ced.ncsu.edu\/esteemhub\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/research.ced.ncsu.edu\/esteemhub\/wp-json\/wp\/v2\/users\/72"}],"replies":[{"embeddable":true,"href":"https:\/\/research.ced.ncsu.edu\/esteemhub\/wp-json\/wp\/v2\/comments?post=1033"}],"version-history":[{"count":13,"href":"https:\/\/research.ced.ncsu.edu\/esteemhub\/wp-json\/wp\/v2\/pages\/1033\/revisions"}],"predecessor-version":[{"id":1517,"href":"https:\/\/research.ced.ncsu.edu\/esteemhub\/wp-json\/wp\/v2\/pages\/1033\/revisions\/1517"}],"up":[{"embeddable":true,"href":"https:\/\/research.ced.ncsu.edu\/esteemhub\/wp-json\/wp\/v2\/pages\/59"}],"wp:attachment":[{"href":"https:\/\/research.ced.ncsu.edu\/esteemhub\/wp-json\/wp\/v2\/media?parent=1033"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}