Join the NURTURES Impact Study: Strengthening Elementary Science, Math, and Literacy

April 9, 2026

Learning science in the early grades is critical, yet limited time, resources, and teacher confidence often push science instruction to the margins. The NURTURES Impact Study, supported by an award from the U.S. Department of Education, gives Georgia schools an opportunity to strengthen science teaching in grades 2–3, reinforce literacy and math, and build evidence about what works.

As part of the study, Georgia State University, the University of Toledo, and WestEd will examine how NURTURES affects teacher knowledge and confidence; student achievement in science, English language arts, and math; and family STEM engagement.

The study uses a randomized control trial design: Participating schools are assigned either to implement NURTURES or to serve as a comparison group during the study period. The team will also study how the program is implemented and conduct a cost analysis to help leaders understand what it takes to successfully implement NURTURES.

In this Q&A, WestEd Senior Project Director Cathy Ringstaff answers questions that district and school leaders ask when deciding whether to participate, including what the commitment involves, how schools benefit, and how the study works.

Let’s start with a question school leaders are asking right now: How can my school benefit from participating in this study?

Participating teachers will receive evidence-based professional development, valuable science materials for their classrooms and for students’ families, and opportunities to increase family engagement—all of which have been shown to enhance student outcomes. Teachers will also receive a stipend and funds for classroom supplies.

Involvement in the research may also contribute to a school’s efforts to achieve Georgia STEM Certification. Schools will benefit from having teachers who use evidence-based practices, who engage in self-reflection, and who improve their instructional practices.

More broadly, participating in research helps schools and districts become part of a larger, systemic effort to improve education for everyone. Educators who have participated in WestEd research frequently mention that they felt they made a meaningful contribution to education beyond what they do in their classrooms and schools, which can enhance their commitment to the field.

How is the program structured to support teachers and students?

NURTURES combines sustained professional learning with family engagement rather than treating them as separate efforts.

Teachers participate in a 10-day virtual Summer Institute followed by six virtual professional learning community (PLC) sessions during the school year. The Summer Institute provides structured guidance, while the PLC sessions create space for collaboration with peers. Both include a mix of live sessions and independent work.

The program also includes monthly family science packets and school- or community-based events that connect classroom learning to students’ home experiences.

Participation is phased by grade level:

• Second-grade teachers take part during the 2026–27 school year.
• Third-grade teachers participate for 2 years (2026–27 and 2027–28).
• First-grade teachers join in 2028–29.

Research shows that NURTURES strengthens teachers’ science knowledge and confidence and improves student outcomes. What’s driving those results, and what does that look like in real classrooms?

Research shows that improvements in teacher knowledge and practice are associated with professional development that (a) focuses on content; (b) exhibits extended duration; and (c) uses active learning, coherence, and consistency (e.g., with reform efforts that are underway) and collective participation (e.g., involving teachers from the same school or grade level).

NURTURES has all three elements and is proven to be a cost-effective way for districts to provide professional development that simultaneously targets science, mathematics, and English language arts.

In classrooms, students explore phenomena, share ideas, engage in rich discussions, make thinking visible, connect learning to their lives, link science/math/reading, and use three-dimensional Next Generation Science Standards practices. Teachers align instruction across disciplines; science practices overlap with math measurement, data interpretation, reading comprehension, and writing explanations.

What have teachers said about their experience in the program?

Teachers report increased confidence in teaching science and more frequent use of hands-on investigation, discussion, and student explanation. They also describe making stronger connections across science, literacy, and math.

Why study programs like NURTURES so carefully?

Although NURTURES has shown promise in previous studies involving teachers, students, and families, this large-scale randomized controlled trial ensures that any observed outcome differences are attributable to the program rather than preexisting factors. We’ll gain insights into professional learning, science instruction, and primary-grade outcomes, which will be shared nationwide to strengthen science education. Without this rigor, administrators risk investing scarce resources in unproven programs.

How is data collected in the program?

Most of the data collected during the study is incorporated into the online Summer Institute or PLC meetings and will include surveys and teaching logs. Some teachers may be selected for an interview or classroom observation.

Teachers participating in the study will also assist in collecting student data, including administering pre- and post-assessments in science, math, and English language arts.

Ready to Join the NURTURES Impact Study?

Complete the interest form by May 2026 to confirm eligibility. For additional questions, contact [email protected].

Visit the project website for more details.