Give a girl a drone, and she might see her future as a scientist.

But if her teacher doesn’t have the training or resources to turn cool tech into lessons that stick, she’s likely to crash it, get frustrated, and move on.

Take Flight, a research project backed by $1.5 million from the U.S. National Science Foundation, for rural middle schools. The drones could fly in classrooms — no big outdoor space needed. The lessons were developed with teachers and easy for newbies to pick up. And the program placed a particular emphasis on girls, who often get frustrated by the handheld controller while their male classmates, who tend to have more video game experience, whiz by.

The lessons included real-world scenarios for using drones, like finding a lost child, that often appeal to young girls, and writing exercises to remind kids of what they’re good at before they try something hard.

At first, Laurie Prewandowski wrinkled her nose at Take Flight’s approach. It seemed “touchy feely” to the digital learning specialist who works in a rural New Hampshire middle school and is known as the “drone lady.” But then she saw kids enjoying the lessons and getting a STEM confidence boost.

“All those little things matter,” she said. “It’s really for any kid with a barrier.”

For decades, the federal government believed getting more students interested in science, math, and technology was a national security priority. But in April, the Trump administration cancelled funding for Take Flight . The agency said it, as well as environmental justice and combatting disinformation.

It’s yet another way the Trump administration has sought to undermine efforts specifically and . The administration has frequently claimed this work is, in fact, discriminatory, and has that don’t comply with its civil rights vision, .

Sixteen states sued to stop Trump’s NSF cuts, which represent a . NSF has long been a primary funder of this work, and one of the few institutions that helps researchers not only test new ideas in the classroom, but figure out what worked and why — which is key to replicating a successful program.

Researchers say these cancelled projects have broken trust, won’t be easy to revive, and left lots of data unanalyzed.

At the time Take Flight lost its National Science Foundation grant, its curriculum was being tested by 1,200 students and 30 rural middle school teachers across 10 states.

The research team had promising early data showing the program helped both boys and girls who weren’t interested in science or math before to envision working in a STEM field, said Amanda Bastoni, the lead researcher on the project.

That matters because . They often attend under-funded schools and have less access to high-tech industries than their peers in urban schools. But now researchers won’t be able to follow up with kids to see if Take Flight altered their trajectory in high school.

“The government spent all this money but didn’t get the results,” said Bastoni, who is the director of career technical and adult education at the nonprofit CAST. Without funding, her team has to “turn in a final report that says: We have no idea if this really works or not.”

Why the government funds STEM education research

President Harry S. Truman , in part to recognize the key role scientific research played in World War II.

are essential to the nation’s security, economy, and health. And, for decades, federal lawmakers have charged NSF with getting more people who are underrepresented in STEM into that pipeline to maintain a competitive workforce.

a “comprehensive and continuing program to increase substantially the contribution and advancement of women and minorities” in science and technology.

The law authorized NSF to create fellowships for women, minority recruitment programs, and K-12 programs to boost interest in STEM among girls.

The Trump administration’s approach runs counter to that. On April 18, any efforts by the agency to broaden participation in STEM “must aim to create opportunities for all Americans everywhere” and “should not preference some groups at the expense of others, or directly/indirectly exclude individuals or groups.”

Sixteen attorneys general, led by Letitia James of New York, , arguing it does exactly the opposite of what Congress asked the agency to do. NSF has yet to file a response in court and a spokesperson for the agency declined to comment on the lawsuit.

It’s still unclear exactly how the Trump administration determined which grants to terminate.

In February, the Washington Post reported that like “cultural relevance,” “diverse backgrounds” and “women” to see if they violated Trump’s executive orders. Some projects previously appeared on , the Republican chair of the Senate science committee.

According to emails shared with Chalkbeat, Jamie French, a budget official with NSF, told researchers who lost their funding that their work no longer aligned with NSF priorities, but did not give more details. French told researchers the decision was final and they could not appeal.

In response to questions from Chalkbeat about why NSF cancelled Take Flight and other research projects, a spokesperson for NSF reiterated that rationale, and said the agency would still fund projects that “promote the progress of science, advance the national health, prosperity and welfare and secure the national defense.”

For Frances Harper, an assistant professor of mathematics education at the University of Tennessee, Knoxville, the change was jarring.

She received a $700,000 grant from NSF in 2021 to work with 10 Black and Latina mothers with children in Knox County Schools. Together, they were studying and what teachers can learn from them.

Some of the Latina mothers in the study, for example, saw that English learners had a lot of anxiety about taking high-stakes tests, so they created a peer study group for them.

When Sethuraman Panchanathan, the NSF director selected during Trump’s first term who also served under President Joe Biden, visited her university in 2023, Harper said, “he asked me to convey to the mothers how much he valued families being involved in NSF projects.”

But after Harper’s research appeared on Cruz’s “woke” list, her university asked her to pause her work. She lost her funding the same day NSF announced changes to its priorities. And .

NSF cuts felt from elementary school to college

from private foundations to salvage what they can. But much of their planned work will no longer be possible.

The Chicago Children’s Museum was working with Latino families from McAuliffe Elementary School in Chicago on a program known as Somos Ingenieros, or We Are Engineers, to get kids interested in engineering early on.

The team ran two after-school programs for around 20 families, but , or to reach the museum and wider school community.

Parents and children met after school for six weeks to learn about building with various materials, including everyday items like sticks, pine cones, and rocks. That helped kids see engineering in their daily lives and it invited immigrant parents who played with those materials as kids to share their own experiences.

Families also got to put their building skills to the test. One group chose to create puppets and had to figure out how to get the intricate pieces to move correctly. Another picked piñatas and had to strategize how to make them hold heavy candy and survive lots of whacks.

Already, the research team was seeing evidence that the program had boosted parents’ confidence to do engineering activities with their children, said Kim Koin, the director of art and tinkering studios at the Chicago Children’s Museum, who was also the lead researcher on the project.

For Ryan Belville, the principal of McAuliffe, the loss of the program means his students will have fewer opportunities to imagine a college or career pathway in STEM and the arts.

“It may be that moment that they made that puppet that makes them want to be an engineer or a scientist,” Belville said.

And for Karletta Chief, much of the harm is in the lost talent and broken trust caused by the abrupt NSF cancellation.

Chief, a professor of environmental science at the University of Arizona, was a lead researcher with the , which received $10 million from NSF to address food, energy, and water crises in Indigenous communities, and to develop pathways for Native Americans and other underrepresented students to pursue environmental careers.

The Alliance had built a vast network of research and mentorship opportunities over six years, Chief said. It was involved in dozens of projects across the U.S., from creating K-12 school curriculum to mentoring Native students as they transitioned from tribal colleges to four-year universities.

“Our partnerships are built on trust and long commitment,” Chief said. “These are relationships that we have built over years, and it was just really unfortunate that we had to say, ‘sorry!’”

Now Chief and others are scrambling to find funding to cover graduate student researchers’ outstanding tuition and health care bills.

She worries even if the cuts were somehow reversed, it would be difficult to put the project back together. Many of the students and staff they had to let go have already taken other jobs.

“There’s a lot of knowledge and expertise that will be lost,” she said. “We were stopped when we were going full force. 
 Now we just went to zero.”

This story was originally published by Chalkbeat. Chalkbeat is a nonprofit news site covering educational change in public schools. Sign up for their newsletters at .

On April 8, more than 750 college students across the United States will launch hundreds of weather balloons into the atmosphere to research, observe and engage with the total solar eclipse as a part of a student initiative spearheaded by the Montana Space Grant Consortium.

Drawing from the highly successful NASA and the National Science Foundation (NSF)-sponsored (NEBP) implemented during the 2017, 2019, 2020 and 2023 total solar eclipses, this current NEBP initiative aims to broaden STEM student participation during the upcoming total solar eclipse — .

Students from 75 higher education institutions, including Minority Serving Institutions and community colleges will have the opportunity to garner atmospheric measurements that can only be conducted during an eclipse. 

The balloons, carrying long, hanging strings of scientific instruments, will enter the path of totality, the area on Earth’s surface where the moon completely covers the sun. 

People along the path of totality, which stretches from Texas to Maine, will have the chance to see the eclipse. For those outside this path, a partial solar eclipse will be visible.

NEBP hopes to “enable inclusive STEM education for participating students, advance learners’ understanding of the process of science as well as create, enhance and sustain networks and partnerships.” 

As anticipation builds for the upcoming spectacle, we wanted to share incredible archives from NEBP’s previous balloon launches. The breathtaking snapshots from the sky offer a unique perspective on past solar eclipses to gear up for the big day.

All photos courtesy of National Eclipse of Ballooning Project (NEBP) Education

The University of Texas at El Paso announced Wednesday that it will take a lead role in a new National Science Foundation-funded resource center that will support and strengthen Hispanic-Serving Institutions with their STEM-related grant applications.

The six-year, $7 million grant will establish the Hispanic-Serving Institution Center for Evaluation and Research Synthesis, or HSI-CERS, the nation’s only center of its kind. The center will work to help institutions better study and evaluate ways to verify and improve the effectiveness of NSF HSI-funded projects.

The center will be part of UTEP’s Diana Natalicio Institute for Hispanic Student Success. Anne-Marie Nuñez, executive director of the Natalicio Institute, is the grant’s principal investigator. She called the grant a landmark investment that emphasizes the university’s position as a leading HSI.

Get stories like this delivered straight to your inbox. Sign up for ĂÛÌÒÓ°ÊÓ Newsletter

“This particular grant signals UTEP’s leadership in research on effective practices to serve Hispanic students,” said Nuñez, a leading scholar of HSIs and diversity in science. “UTEP gets positioned and recognized as a leader in creating knowledge in that area rather than having outsiders create that knowledge. As for the community, it’s really important that those of us who are on the ground here are creating that knowledge.”

Nuñez said the new center will assist other institutions that may lack the human or financial resources, as well as the capacity, to understand what they can do to create more equity in STEM, and more effectively reach students from diverse backgrounds. She added that through this work, UTEP will provide the first portrait of the collective effectiveness of these programs.

According to the NSF, the center will use interdisciplinary efforts to generate a model that tackles complex data through quantitative and qualitative methods. Researchers will develop standardized and comparable techniques to analyze NSF HSI-grant projects. It will create a database that future grantees can use for evaluations and a consistent evaluation framework, as well as offer training on how to use both.

Nuñez’s two HSI-CERS co-principal investigators are Azuri Gonzalez, director of partnerships and operations at the Natalicio Institute, and Amy Wagler, professor of mathematical sciences.

The assessments will help NSF HSI-funded programs that serve Hispanics and other minority students in fields of STEM – Science, Technology, Engineering and Mathematics.

The announcement was made on the patio of the Peter and Margaret de Wetter Center before a crowd of about 40 people made up mostly of university administrators, faculty and staff.

The HSI-CERS grant puts UTEP on the national stage alongside the NSF, said Jacob Fraire, president of the ECMC Foundation. Fraire, who has more than 35 years of professional higher education experience, previously served as director of policy and strategy for the Natalicio Institute. He was part of the team that submitted the grant proposal.

He called Nuñez an HSI expert who deserves a lot of the credit for the successful application that will make UTEP and the Natalicio Institute a focal point for prospective NSF grantees in regard to proposal evaluations for the next six years.

“You don’t have to submit your proposals to UTEP, and you don’t have to go to UTEP committees,” Fraire said. “But you certainly will be encouraged to do so because UTEP will have built the kinds of resources that would add value to your project.”

In addition to HSI-CERS, the NSF also named UTEP as one of five institutions that will lead a second related $7 million project focused on building community and collaborations among current and potential HSI awardees. It is the UNIDOS Network Resource Center for Community Coordination, or HSI-CCC. Florida International University is the lead institution. Meagan Kendall, associate professor in UTEP’s Department of Engineering, Education and Leadership, is one of the co-principal investigators.

Gonzalez said that she looked forward to future collaborations among the institutions through Kendall to expand knowledge of what works and what can be done better.

“Telling the story of Hispanic student impact right is no small feat, but we welcome that challenge because it is a story worth telling and learning from,” Gonzalez said.

Both new centers are part of the NSF HSI Program Network Resource Centers and Hubs.

“Building on past investments, these new centers will help NSF achieve its broadening participation goals in STEM by growing and strengthening the education and research support that facilitates student and faculty success at HSIs,” James L. Moore III, NSF assistant director for STEM education, said in a press release.

This first appeared on and is republished here under a Creative Commons license.