ASHEVILLE – On Oct. 4, 1957, the Soviet Union launched Sputnik I, the first artificial satellite in Earth’s orbit, initiating the start of the space race between the United States and the Soviet Union. One girl in particular was captivated. At 15 years old, Christine Darden walked into her Monroe, N.C., school on Oct. 5 […]
New research from a Clemson University researcher examining the role of teacher expectations in the classroom confirms that the effects of teacher expectations on student achievement in math not only exist, but grow stronger over time and vary by students’ gender and race.
The PNC Foundation has awarded a $50,000 grant to Project BEEMS (Building Environments for Early Mathematics Success), a Clemson University program that seeks to provide child care teachers and home-based caregivers with skills that support mathematics learning among young children.