**Educator Astronaut and Education Flight Projects**

**Integrated Project Plan**

**Acting Assistant Administrator Date**

**Office of Education**

**Director Date**

**Elementary and Secondary Program**

**Manager Date**

**JSC Elementary and Secondary Programs**

**Project Manager Date**

**INTEGRATED PROJECT PLAN -- Educator Astronaut and Education Flight
Projects**

1.  **PROJECT OVERVIEW**

Educator Astronaut Project (EAP) and Education Flight Projects (EFP) are
part of NASA's Elementary and Secondary Education Program. The
Elementary and Secondary Education Program Plan provides guidance for
all its projects.

NASA Johnson Space Center (JSC) is the Lead Center in the management of
Educator Astronaut and Education Flight Projects. The scope of these
projects is national, and other NASA Field Centers and JPL are involved
in the implementation of project activities. Information on the roles
and responsibilities of EAP and EFP Performing Centers is found in
Section 2.2 -- Resources.

This document is an integrated project plan for Educator Astronaut and
Education Flight Projects. It serves as a controlling document that
defines the top-level strategy and the management structure for these
projects, and is intended to be a living document.

**1.1 Introduction**

In the Vision for Space Exploration, NASA outlines its plans for a
return to the Moon and a future voyage to Mars. NASA recognizes that in
order to prepare the next generation of explorers who will make these
journeys possible, it must continue the Agency's tradition of investing
in the Nation's education programs and supporting the country's
educators who play a key role in preparing and inspiring their students.

Key to future exploration is the need to provide educators and students
with tools, experiences and opportunities to increase interest in and
knowledge of science, technology, engineering, and mathematics (STEM).
NASA's unique resources, including people, facilities, and content, can
stimulate students to pursue higher levels of study and future careers
in STEM related fields, which can ensure the Agency's future workforce.

The NASA Office of Education oversees the Agency's education investments
which includes the Elementary and Secondary Education Program. Educator
Astronaut Project and Education Flight Project are integral parts of the
NASA Elementary and Secondary Education Program.

Beginning in 2006, NASA will pursue three major education goals:

-   Strengthen NASA and the Nation's future workforce

-   Attract and retain students in STEM disciplines

-   Engage Americans in NASA's mission

As part of NASA's portfolio of education programs and projects, Educator
Astronaut and Education Flight Projects can help the Agency achieve
these goals.

NASA Education investments are expected to map to at least one of the
three overarching NASA Education Outcomes as part of annual performance,
to track efforts back to the identified outcome manager, and to
contribute to the FY06 (and beyond) annual performance goals (APGs).

> [Outcome 1]{.underline}: Contribute to the development of the STEM
> workforce in disciplines needed to achieve NASA's strategic goals,
> through a portfolio of investments.
>
> [Outcome 2]{.underline}: Attract and retain students in STEM
> disciplines through a progression of educational opportunities for
> students, teachers, and faculty.
>
> [Outcome 3]{.underline}: Build strategic partnerships and linkages
> between STEM formal and informal education providers that promote STEM
> literacy and awareness of NASA's mission.

As part of the Elementary and Secondary Education Program, Educator
Astronaut and Education Flight Projects serve as major links in the
student pipeline used to meet the Education Goals from NASA's 2006
Strategic Plan. The Elementary and Secondary investments map to NASA
Education **Outcome 2, *"Attract and retain students in STEM disciplines
through a progression of educational opportunities for students,
teachers, and faculty,"*** via projects that use NASA content, people or
facilities. Programs are integrated in the **Engage** and **Educate**
categories of the Education Framework. Investments to this Outcome are
contributed through HQ Education, Mission Directorates, Centers, and
strategic partnerships.

The Elementary and Secondary Education Program and its projects are
designed to provide students and educators with tools, experiences, and
opportunities to further their education and participation in unique
NASA learning experiences that enhance their knowledge of science,
technology, engineering and mathematics (STEM). The individual efforts
emphasize family involvement, which has been shown to enhance student
achievement. The program also supports the role of educational
institutions, which provide the framework to unite students, families,
and educators for educational improvement. This program integrates new
components with existing NASA assets into a structure that supports
local education efforts to encourage student involvement in STEM.

![](media/image1.wmf){width="5.25in" height="2.6694444444444443in"}

*Figure 1 -- Agency Education Goals, Outcomes, and Criteria*

The Education Strategic Framework (Figure 1) is a strategic management
tool that allows the Agency to monitor participant movement through
education activities, with each category leading to the next. Education
programs and projects draw from the category below them -- as a key
source for participants -- and they connect participants to the category
above them -- providing a more experienced and focused group and
creating a measurable pipeline.

Definitions for the four levels of involvement are articulated within
the document, "NASA Education Strategic Coordination Framework: A
Portfolio Approach." Below are the descriptions for Engage and Educate,
which the Elementary and Secondary Education Program projects target:

**Engage** -- Education activities that in some manner incorporate
participant interaction with NASA content for the purpose of developing
a deeper understanding. Participants are strategically identified and
targeted.

**Educate** -- Focused education support that promotes learning among
targeted populations. Educate activities focus on student learners, or
pre- and in-service educators, and are designed to develop and/or
enhance specific STEM knowledge and skills using NASA resources. Educate
activities promote new knowledge acquisition and strengthen an
individual's skills. NASA's elementary and secondary education efforts
are supplementary to formal classroom instruction.

In addition to direct contributions to Outcome 2, Elementary and
Secondary Education projects, including Educator Astronaut and Education
Flight Projects, look for synergy and continuity of efforts with other
projects that are mapped to this same outcome as well as to other
activities identified as "engage" and "educate." Thus, linkage with
Informal and Higher Education projects and activities is pursued to
support the appropriate progression of education opportunities for
learners. Project managers are expected to demonstrate and collect
evidence of where constituents are drawn from and how constituents are
moved to other NASA education projects (push-pull concept).

As part of the FY06 NASA Office of Education (OE) realignment process,
management of Educator Astronaut and Education Flight Projects will
transition to NASA Johnson Space Center (JSC). Other Centers, listed in
Section 1.5 -- Project Authority, serve as Performing Centers. Educator
Astronaut and Education Flight Projects offer NASA Education unique
capabilities and opportunities to involve educators and students through
astronaut training, spaceflight missions, on-orbit education activities,
and a variety of education flight projects.

Transition of the projects to JSC offers opportunities to:

-   Align and redefine the projects

-   Increase efficiency and effectiveness in supporting Outcome 2

-   Create push-pull opportunities with other Elementary and Secondary
    Education projects as well as Informal and Higher Education

-   Maximize value in the Office of Education and Elementary and
    Secondary Education portfolio

The realignment of Educator Astronaut and Education Flight Projects to
JSC will necessitate adjustments to management processes and interface
mechanisms throughout FY07 and FY08. The adjustments will be a result of
assessment and discussions not only between NASA Headquarters (HQ) and
JSC, but also between Centers and Mission Directorates. Outcomes from
these adjustments will present opportunities for refinement to the
guidance and policy as defined from HQ and with project management as
proposed from the Center. Full integration of the projects with their
associated budgets will not be complete until FY09. A schedule of key
integration activities is found in Section 2.1 - Schedules.

Educator Astronaut and Education Flight Projects and their associated
activities will be managed by the JSC Education Office and integrated
with Teaching From Space (TFS), a NASA Education office co-located with
JSC's Astronaut Office. TFS has the experience and expertise needed to
manage and support both projects. Integrating the projects with TFS and
utilizing a common management structure has the potential to benefit
both projects. Projected benefits include:

-   Established JSC infrastructure to manage and support the projects

-   New capabilities and opportunities to engage and educate

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-   Increased synergy and ability to leverage and integrate resources
    between this project and other associated projects/assets across the
    Agency (e.g. NASA education flight projects, reduced gravity
    flights, Solar System Ambassadors)

-   TFS's ability to facilitate "push-pull" opportunities with other
    NASA education programs

-   Historically strong TFS connection to the astronaut corps which can
    be leveraged to better engage astronauts in the projects

-   TFS's expertise in managing payloads and on-orbit education
    activities on both Space Shuttle and International Space Station,
    and future spaceflight platforms

-   Capability to manifest future student payloads on the Space Shuttle,
    International Space Station (ISS), and the Crew Exploration Vehicle

-   Experience with space operations and mission requirements

-   Close association with NASA's unique people, facilities and assets
    that contribute to the Vision for Space Exploration

-   Experience working with ISS partner education offices

-   Experienced staff with a strong education background

The JSC Education Office will have a single project manager for Educator
Astronaut and Education Flight Projects, and their associated
activities, under the TFS umbrella. For the project transition phase,
the following chart (Figure 2) reflects that the two projects are
operationally integrated but maintain separate reporting functions. The
chart lists existing TFS responsibilities under Education Flight
Projects. Refer to Section 2.1 -- Schedules for additional details.

*Figure 2 - Teaching From Space Management Chart*

The following organization chart reflects total project integration
under TFS. Refer to Section 2.1 -- Schedules for specific information.

*Figure 3 -- Teaching From Space Fully Integrated Management Chart*

Henceforth, EAP and EFP will be referred to in this document and future
documents as **Teaching From Space (TFS)**.

2.  **Objectives**

All TFS activities will be designed to support an integrated vision and
objectives. The vision for TFS is to:

> ***Facilitate education opportunities that use the unique environment
> of spaceflight.***

TFS will focus its efforts to meet three objectives:

1.  **Develop and provide NASA-unique experiences, opportunities,
    content, and resources to educators to increase K-12 student
    interest and achievement within STEM disciplines.**

2.  **Develop and facilitate NEAT-like group of highly motivated
    educators.**

3.  **Build internal and external partnerships with formal and informal
    education communities to create unique learning opportunities and
    professional development experiences.**

As part of the Elementary and Secondary Education Program, the vision
and objectives of TFS support Outcome 2. This goal and objectives
provide the basis for project annual performance goals (APGs) and
indicators that must map to and contribute towards these measures. These
APGs support the strategic goal, objectives and outcomes of the
Elementary and Secondary Education Program.

Elementary and Secondary Program Objectives are:

**2.1** **Educator Professional Development---Short Duration**

-   Objective **(Engage)**

> Provide short duration professional development and training
> opportunities to educators, equipping them with the skills and
> knowledge to attract and retain students in STEM disciplines.

**2.2** **Educator Professional Development---Long Duration**

-   Objective **(Educate)**

> Provide long-duration and/or sustained professional development
> training opportunities to educators that result in deeper content
> understanding and/or competence and confidence in teaching STEM
> disciplines.

**2.3** **Curricular Support Resources**

-   Objective **(Engage)**

> Provide curricular support resources that use NASA themes and content
> to:

a.  Enhance student skills and proficiency in STEM disciplines
    **(Educate)**.

b.  Inform students about STEM career opportunities **(Engage)**.

c.  Communicate information about NASA's mission activities
    **(Engage)**.

**2.4** **Student Involvement K-12**

-   Objective **(Engage)**

> Provide K-12 students with authentic first-hand opportunities to
> participate in NASA mission activities, thus inspiring interest in
> STEM disciplines and careers.

-   Objective **(Engage)**

> Provide opportunities for family involvement in K-12 student learning
> in STEM areas.

TFS inherits two established projects. Education Flight Projects and its
activities primarily align with 2.4, Student Involvement - K-12.
Educator Astronaut primarily aligns with 2.2, Educator Professional
Development -- Long Duration. TFS recognizes evaluation of the projects,
their activities, and their metrics associated with Outcome 2 is
necessary. This evaluation and review will be conducted continually
through the life of the integrated projects. See Section 1.8 -- Project
Requirements for additional information on buckets.

The integrated TFS project will have primary and secondary "buckets."
Primary customers will be K-12 educators and through these educators,
TFS will reach their students. The project will provide sustained and
varied professional development activities for educators. As a result of
these activities, educators will be able to provide students rich STEM
experiences that utilize unique NASA content. **The primary bucket for
TFS will be Educator Professional Development -- Long Duration (2.2) and
the secondary bucket will be Student Involvement -- K-12 (2.4).**

FY07 APGs that will be specific to TFS are:

-   **APG 7ED6** -- Conduct 10 Educator Astronaut workshops, involving
    approximately 200 educators.

-   **APG 7ED8** -- Select 100 student experiments involving 1,000
    students, to participate in the Flight Projects program.

In addition, annual performance and data collection for current EAP and
EFP activities will measure the following:

-   **APG 11** -- Collect, analyze, and report the percentage of
    grantees that annually report on their accomplishments.

-   **APG 12** -- Peer review and competitively award at least 85%, by
    budget, of research projects.

-   **PART Measure 1** -- Percentage increase in number of elementary
    and secondary student participants in NASA instructional and
    enrichment activities.

-   **PART Measure 2** -- Percentage increase in number of elementary
    and secondary educators utilizing NASA content-based STEM materials
    and programs in the classroom.

-   **PART Measure 3** -- Level of student learning about science and
    technology resulting from elementary and secondary NASA education
    programs.

-   **PART Measure 4** --Level of student interest in science and
    technology careers resulting from elementary and secondary NASA
    education programs.

-   **PART Measure 10** -- Number of people reached via e-education
    technologies per dollar invested.

See Section 4.0 - Appendix A for the complete list of potential outputs,
outcomes, and efficiency measures for the Elementary and Secondary
Program Objectives.

TFS activities will enable educators to directly engage and educate
students in STEM subjects using NASA unique content and resources.
Focused interactions with educators are an efficient, cost-effective,
and sound approach to engaging and educating students. This will be
achieved by providing educators with meaningful long duration
professional development opportunities.

By equipping educators with appropriate experiences, they can laterally
engage their peers. The targeted educators, and the peers whom they
influence, will engage and educate students resulting in a larger
quantity of student involvement in the project. To this end, TFS will
provide or facilitate NASA-unique experiences, opportunities, content,
and resources. Additionally, TFS will generate a climate where
professional educators can collaborate and share their knowledge and
enthusiasm with the broader education community.

TFS will continually look for new opportunities to collaborate with and
support existing projects in the NASA education portfolio, especially
those that can be used to encourage and increase student involvement. Of
particular interest are the many NASA education flight projects that are
currently part of the NASA Education portfolio.

Furthermore, examination of the cross-cutting investments \--
dissemination, coordination, research and development, and evaluation
\-- will be important elements for TFS to see that these investments are
folded into efforts in support of continuity and synergism.

In addition, TFS will look for synergy and continuity of efforts with
other Elementary and Secondary Education projects that are mapped to
Outcome 2 as well as to other activities that are identified as "engage"
and "educate." TFS will pursue links with Informal and Higher Education
projects and activities that support the appropriate progression of
education opportunities for participants and their constituents. TFS
management will demonstrate and collect data of where project
constituents are drawn from and how the project moves its constituents
(push-pull concept). The *Spring 2006 Education Portfolio Inventory Data
Call* will be used to identify other projects and activities that offer
TFS opportunities for synergy and continuity. The following diagram
(Figure 4) shows examples of where NASA Education projects fall in the
pyramid and illustrates the potential for TFS push-pull relationships.

*Figure 4 -- Example of projects mapped to strategic framework*

**1.3 Mission Description**

TFS inherits a suite of established activities. As part of the
realignment and integration process, TFS will evaluate individual
activities and redefine strategic outcomes, goals, schedules, and
deliverables to increase efficiencies, leverage resources, and to better
align with the guidance, policy, and requirements of the Elementary and
Secondary Education Program. After evaluation, activities may be
redesigned or eliminated to ensure that all TFS activities contribute to
the overall success and value of the project, Elementary and Secondary
Education Program, and the overall NASA Education portfolio.

Individual activities will be constructed to support other TFS,
Elementary and Secondary Education, and NASA Education activities and
will be designed to be part of a seamless pipeline of NASA education
programs that encourage students to excel in STEM disciplines and pursue
STEM careers. TFS will seek synergy with and continuity between existing
and new projects within the Elementary and Secondary Education Program
and across Outcomes 1 and 3. This deliberate approach to synergism and
continuity will help to define and evaluate the project's direction,
activities, and partnerships.

After evaluations and reviews are complete, TFS anticipates that a new
description of the integrated projects will be needed and that the
current activities may be redefined, eliminated, or additional
activities added. A current list of major project activities follows:

-   **[Educator Astronaut Project]{.underline}** -- NASA\'s Educator
    Astronaut project has helped to infuse into education new content,
    advanced technological tools, and other educational services such as
    direct participation in space research and interaction with NASA
    scientists, engineers, and astronauts. To date, the project has
    trained the top tier of Educator Astronaut applicants (190), called
    the Network of Educator Astronaut Teachers (NEAT), to perform as
    NASA Education advocates by engaging their schools and communities
    across the country in NASA education activities and informing them
    of NASA resources. Current activities include:

    -   **Educator Astronaut Support:** Support is provided to Educator
        Astronauts for K-16 education related public appearances. In
        addition, assistance with education related questions that
        Educator Astronauts receive from educators, students, and the
        general public is available. Spaceflights of Educator Astronauts
        are supported during the pre-mission, mission, and post-mission
        phase. Assistance with planning key components (ground-based and
        on-orbit education activities) of an Educator Astronaut flight
        is provided. Information on current NASA education programs and
        projects, and support for the Astronaut Office Education branch
        are provided.

    -   **Network of Educator Astronaut Teachers (NEAT):** During the
        initial Educator Astronaut selection process, approximately 190
        teachers were rated Superior. The NEAT group is comprised of
        these teachers. As part of this group, the teachers are provided
        professional development through national conferences and Center
        workshops. They receive NASA resources, special training, and
        are offered unique NASA experiences. NEAT members serve as
        advocates for NASA and promote NASA Education efforts.

    -   **Educator Workshops:** As part of NEAT, professional
        development workshops are provided both on a national and Center
        regional level. The workshops are normally 2-3 days in length
        and offer selected educators unique NASA content and
        experiences. Additional educator workshops may be planned as one
        component of a suite of education activities associated with
        Educator Astronaut spaceflights.

    -   **Product Development Facilitation:** Astronaut and astronaut
        candidate training provide rich content for NASA education
        products. The project facilitates the use of astronaut related
        content for a variety of NASA customers, including the NASA web
        site (portal) and NASA Explorer Schools (NES). Support for NASA
        education product producers is provided in the form of
        connection with subject matter experts, video, and still
        imagery.

    -   **STS-118/Future Spaceflights:** STS-118 is the first flight of
        an Educator Astronaut and is currently scheduled for June 2007.
        Education efforts, both ground-based and on-orbit, are key
        components for the flight. Support for the development,
        planning, integration, and implementation of education
        activities during the pre-mission, mission, and post-mission
        phases is provided. The education initiative associated with
        STS-118 will serve as a model for future spaceflights, including
        but not limited to flights of Educator Astronauts.

    -   **Educator Astronaut Recruitment/Selection:** Outstanding
        educators are recruited to join the Astronaut Corps to have a
        special responsibility for education. In 2004, three educators
        were selected to become astronauts. They completed astronaut
        candidate training in early 2006. They are currently serving in
        Astronaut Office technical assignments while awaiting flight
        assignments. Support will be provided for future recruitment and
        selection of additional Educator Astronauts, possibly as early
        as 2008.

-   **[Education Flight Projects -]{.underline}**
    Provides**[:]{.underline}** The project provides opportunities for
    K-12 students to gain hands-on experience as payload investigators
    using NASA flight platforms such as the Space Shuttle, the ISS,
    sounding rockets, reduced gravity aircraft, and scientific balloons.
    EarthKAM, the Amateur Radio on ISS (ARISS), and the ISS Education
    Downlinks are three activities under EFP that have enabled the
    platform of ISS to have an international reach to educational
    communities and to inform the public of the excitement and value of
    space research. Current activities include:

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-   **Astronaut Support:** Support in the form of resources and
    consultation is provided to astronauts for K-16 education related
    personal appearances. In addition, assistance with education related
    questions that astronauts receive from educators, students, and the
    general public is available. Astronauts preparing for spaceflight
    seek support and assistance with planning on-orbit education-related
    activities. Current information on NASA education programs and
    support for the Astronaut Office Education branch are provided.

    -   **Education Payloads**: Education payloads are designed to
        support NASA Education outcomes by focusing on demonstrating
        science, technology, engineering, mathematics, or geography
        principles in a microgravity environment. Education payloads are
        referred to as Education Payload Operations (EPO). Video
        recording of the demonstrations and/or still photographic
        documentation of a crewmember operating EPO hardware while
        on-orbit achieve EPO goals and objectives. NASA Education
        projects and the informal education community design these
        education payloads.

    -   **On-orbit Education Activities:** On-orbit educational
        demonstrations designed to use only hardware already on-board
        the ISS are referred to as EDAs -- Education Demonstration
        Activities. EDAs are intended for K--12 audiences and support
        national standards. They are designed to enhance existing NASA
        education products and programs. Educators, students, and NASA
        Education projects suggest activity topics. Activity video is
        provided to the informal and formal communities, ISS partners,
        and NASA education programs and projects.

    -   **In-flight Education Downlinks:** Live in-flight education
        downlinks on-board the ISS and during selected Space Shuttle
        flights, typically 20 minutes in length, allow students and
        educators to interact with the crew as they answer questions and
        perform simple educational demonstrations. Members of the
        informal and formal education communities, NASA Centers and
        Education Programs, and the ISS partners host these events.
        Hosts make downlinks part of a comprehensive education package
        that supports national and state education standards and
        initiatives. Education downlinks are broadcast live on NASA
        Television.

    -   **Amateur Radio on the International Space Station (ARISS):**
        ARISS is an educational outreach program, sponsored by NASA, in
        which students engaged in a science and technology curriculum
        are given the opportunity to speak with an astronaut orbiting
        the Earth on the ISS. Using amateur radio, students ask
        questions about life in space and other space-related topics.
        Students fully engage in the ARISS contact by helping set up an
        amateur radio ground station at the school and then using that
        station to talk directly with the on-board crew member for
        approximately ten minutes, the time of an ISS overhead pass.

    -   **ISS EarthKAM:** ISS EarthKAM is a NASA education program that
        enables students, teachers and the public to learn about Earth
        from the unique perspective of space. At the core of the program
        is a spectacular collection of digital images of Earth. The
        image collection and accompanying learning guides and activities
        are extraordinary resources to support classes in Earth science,
        space science, geography, social studies, mathematics,
        communications and even art. ISS EarthKAM images are unique
        because they are taken by middle school students. During
        EarthKAM missions, registered middle schools use the EarthKAM
        web site to request images real time based upon their classroom
        investigations.

    -   **Sub-Orbital Flight Platforms:** Flight Opportunities include:
        [Small-scale Educational Rocket Initiative (SERI)]{.underline} -
        dedicated rocket designed for one school to experience building
        and launch capabilities; [Student Experiment Module-Balloon
        (SEM-Balloon)]{.underline} - potential for over 600 students to
        experience a flight opportunity in one launch (a balloon carries
        2 suitcases per flight; each suitcase contains 10 experiments,
        potential 30 students per class); [Student Experiment
        Module-Sonde (SEMsonde)]{.underline} - weather instrument
        balloon designed to gather data and permit students to
        participate through mission control center by tracking and
        reporting data in real time; provided to maximum 30 students, 5
        schools at one time; [FreeSPACE]{.underline} - provides up to 10
        experiments with maximum 8 student projects per free space;
        provides opportunities for 80 students in hands-on activities;
        [Sounding Rocket]{.underline} - most advanced capability with a
        larger-scaled sounding rocket; maximum of four experiments per
        rocket impacting over 30 students. The various platforms for
        flight projects provide educators and their students with a
        greater opportunity to develop and hone their skills in project
        design and development. While each flight opportunity provides
        direct hands-on experience for a specific number of students,
        its potential impact for engagement reaches far beyond the
        on-site experience. All flight project experiments carry the
        enhanced capability to engage thousands of other students and
        educators through Control Center in the Classroom and web
        casting.

In addition to the activities listed above, TFS will solicit other
internal and external partnerships throughout the project lifecycle. All
potential partnerships will be evaluated by TFS through a proposal and
review process. TFS is particularly interested in developing internal
partnerships with projects and activities, supported by existing
facilities at other Centers that offer additional K-12 student flight
opportunities.

*EFP Portfolio Management Report* (December 2004) lists a variety of
NASA flight platforms including the ISS, the Space Shuttle, Expendable
Launch Vehicles (ELV), Scientific Aircraft, Scientific Balloons,
Sounding Rockets, and Small-Scale Rocketry. See Appendix B for a
complete listing of NASA Flight Platforms, NASA Education Flight
Platforms, and NASA Mission Directorate/Field Center Education Flight
Projects. Detailed information on each project or platform is found in
the complete *EFP Portfolio Management Report* (December 2004).

TFS is committed to providing a variety of meaningful flight
opportunities to the Nation's diverse education communities. TFS will
work to develop and continue internal partnerships (e.g. Wallops, Space
Grant, Reduced Gravity Flights, Team America Rocketry Challenge, Student
Launch Initiative, etc.), and will strive to maximize education
community awareness and access to NASA flight platforms effectively and
efficiently. By providing hands-on experience with NASA flight platforms
to the elementary, secondary, higher, and informal education
communities, TFS will play a critical role in the Office of Education's
endeavors.

TFS plans to continue the Portfolio Management Approach that was
developed by EFP.

This approach enables project oversight via performance metrics,
promotes communication and collaboration, and ensures that investments
are based on program ability to strengthen the entire portfolio. This
approach provides a means to measure and respond to the impact of
education flight projects on NASA's STEM student pipeline and workforce
development efforts and ensures a coordinated, non-duplicative set of
activities that work together to achieve NASA's education goals. The
portfolio management approach includes:

-   An inventory of all approved NASA education flight projects

-   A rigorous evaluation of proposed projects

-   Periodic progress reports on performance metrics

-   Annual performance evaluation using common criteria

-   Access to performance information for the entire portfolio

-   Performance improvement plans

Education flight projects may be initiated and managed by any one of a
number of organizations including TFS, a NASA Mission Directorate, or a
NASA Field Center. If a project is managed by an organization other than
TFS, TFS will:

-   Ensure management level awareness of all education flight projects

-   Analyze and report project performance

-   Encourage the incorporation of the education program operating
    principles

-   Advise education and project management on:

    -   Exemplary programs

    -   Duplicative programs for consolidation

    -   Resources to strengthen the education flight projects portfolio

If a project is managed by TFS, TFS will:

-   Prioritize and allocate resources in the budget process

-   Increase functional and organizational interoperability

-   Provide a central repository for performance metrics and the basis
    for a Balanced Scorecard

-   Streamline processes to ensure timely delivery of management reports
    and data calls

-   Support development and maintenance of Pathfinder Initiatives

Using the established EFP management structure, TFS will organize its
portfolio according to flight platform and education division. This
structure will allow TFS to design, assess, and adjust projects to
construct and maintain a seamless pipeline of flight opportunities for
each platform. TFS is responsible for portfolio-wide analysis and
subsequent recommendations to management regarding strategic planning
for the long-term attainment of Agency goals and Mission Directorate
objectives via education flight projects.

**Strategic Approach**

TFS will assess current activities and seek additional activities that
support its vision and objectives. The following considerations will be
used to help guide this process:

-   Results of the *2005* *Program Analysis and Evaluation Report
    (PA&E): A Review of the NASA Education Program* ( specifically
    recommendations for EAP)

-   NASA Education Operating Principles

-   Opportunities for "push-pull" and synergy within the TFS portfolio
    (e.g. NEAT involvement in Wallops sub-orbital education flight
    projects)

-   Benchmark with successful K-12 projects/activities to look for
    opportunities for project improvements (e.g. NASA Explorer Schools)

-   Retirement of the Space Shuttle in 2010

-   Future flight opportunities on manned launch vehicles, including the
    CEV

-   Existing unmanned flight platforms and education flight projects

-   Mission Directorate education activities, including flight projects

-   Education opportunities as part of the ISS National Laboratory plan

**Internal Relationships**

TFS recognizes the value of relationships with other NASA Education
projects and activities. These relationships are often mutually
beneficial, have the potential to increase the worth and reach of all
associated projects and activities, and result in enhanced continuity
between elements in the NASA Education portfolio. TFS activities support
and/or are supported by a variety of NASA Education projects and
activities. These established relationships include, but are not limited
to:

-   [Educator Astronaut Support]{.underline}

Center Education Offices, AESP, NES, DLN, Mission Directorates, CORE,
ERCN

-   [Educator Workshops]{.underline}

> AESP, DLN, Center Education Offices, Mission Directorates

-   [NEAT]{.underline}

> AESP, Center Education Offices, Mission Directorates, NASA web site
> (portal),

-   [Product Development Facilitation]{.underline}

> NASA web site (portal), DLN, NASA Education, Mission Directorates

-   [STS-118/Future Spaceflight]{.underline}

> Mission Directorates, Formal Education, Informal Education,
> eEducation, NES, CORE, ERCN

-   [Educator Astronaut Recruitment/Selection]{.underline}

> NASA Education

-   [Astronaut Support]{.underline}

> AESP, ERCN, Center Education Offices, DLN, CORE, ERCN

-   [Education Payloads]{.underline}

> Informal Education; Mission Directorates, NASA web site (portal), ISS
> partners

-   [On-orbit Education Activities]{.underline}

> AESP, NES, ERCN, NEAT, Formal Education, Informal Education, DLN, NASA
> web site (portal), ISS partners, CORE

-   [In-flight Education Downlinks]{.underline}

> AESP, NES. NEAT, ERCN, Solar System Ambassadors, Formal Education,
> Informal Education, Higher Education, Mission Directorates, ISS
> partners, NASA web site (portal)

-   [ARISS]{.underline}

AESP, NES, NEAT, Formal Education, Informal Education, Higher Education,
NASA web site (portal), ISS partners

-   [ISS EarthKAM]{.underline}

> AESP, NES, NEAT, Formal Education, NASA web site (portal), ISS
> partners

-   [Sub-Orbital Flight Projects]{.underline}

> NES, NEAT, Formal Education, Informal Education, Higher Education,
> Learning Technologies Project (LTP), Space Grant, NASA web site
> (portal)

**1.4 Customer and Stakeholder Definition and Advocacy**

Elementary and Secondary Education projects are managed at NASA Field
Centers. Center education offices work closely with their regional
customer base in support of systemic reform initiatives in formal
education, assist with the generation and communication of knowledge for
their unique research and technology development requirements by
involving colleges and universities across the country, and establish
linkages with informal education networks in support of Agency national
STEM education initiatives.

As part of the Elementary and Secondary Education Program investments,
TFS will use NASA content, people, or facilities to reach the education
community, as identified in Outcome 2. The project will utilize key
internal and external stakeholders to identify, engage, and educate its
customers.

TFS will seek to engage and educate these key participants:

-   Primarily certified teachers who will be provided professional
    development in STEM subject areas.

-   Through their teachers, K -- 12 students who become involved in a
    variety of NASA STEM activities.

As a result of these professional development experiences, educators
will engage and educate their students using NASA unique content and
resources. Educators and their students will be introduced to and become
involved in a variety of NASA education opportunities. These experiences
will result in a continuous pipeline of NASA education experiences for
professional educators and their students.

TFS will involve educators, astronauts, engineers, scientists,
mathematicians, and subject matter experts (SMEs) from the NASA
workforce, and the public and private sectors, to address NASA's related
disciplines and topics and to enhance learning in the K-12 formal
education community.

[NASA Customers]{.underline}

-   Aeronautics Research Mission Directorate (ARMD)

-   Exploration Systems Mission Directorate (ESMD)

-   Science Mission Directorate (SMD)

-   Space Operations Mission Directorate (SOMD)

-   Center Education Offices

-   Office of Strategic Communications

-   NASA education product developers

-   NASA formal and informal education program managers

-   Astronaut Office

-   Existing NASA education flight projects (Refer to Appendix B)

[Other Federal and External Customers and Stakeholders]{.underline}

-   Non-Governmental Organizations (NGOs)

-   Academia

-   Professional Education Organizations

-   Federal Agencies

-   Members of Congress

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-   NASA's partners and collaborators

-   Informal and formal education communities

-   Network of Educator Astronaut Teachers (NEAT)

-   ISS partners

To effectively strengthen the Nation's STEM workforce, NASA must
implement activities that are useful to the education community and that
strengthen their ability to engage and educate students in the STEM
pipeline. TFS ascertains customer satisfaction by soliciting and
analyzing customer feedback as reported through:

-   NASA Education Evaluation & Information System (NEEIS)

-   Beta, pilot, usability, and field-testing specific project elements

-   Independent evaluation

> Outcome reviews will employ a variety of mechanisms to assure that
> activities associated with Outcome 2 align with the education
> operating principles, yield demonstrable results, and reach intended
> audiences. Use of external reviewers will be an integral part of
> outcome reviews to provide NASA with credible information regarding
> how well TFS efforts meet customer needs.

**1.5 Project Authority**

The project authority and guidance is taken from the *FY06 -- FY08
Program and Resources Guidance for the Elementary and Secondary
Education Program*. The Elementary and Secondary Education Program plan
defines authority and guidance for all projects in its portfolio. The
following diagram (Figure 5) illustrates the flow of authority.

![](media/image2.wmf){width="5.159027777777778in"
height="4.226388888888889in"}

*Figure 5 -- Educational Portfolio Coordination Framework*

TFS project management resides at NASA Johnson Space Center (JSC). The
line of authority for the project runs through the JSC Education Office
where the TFS project manager reports to the JSC K-12 Education Manager.
The JSC K-12 Education Manager directly interfaces with the JSC
Education Director and the Elementary and Secondary Education Program
Manager.

TFS management is responsible for making and executing decisions within
its authority. This includes budgets, schedules, staffing, and capital
assets that fall under the sole purview of TFS. The project manager
works across organizational lines to perform appropriate integration
functions and identify "push-pull" relationships. The Elementary and
Secondary Education Program plan outlines specific responsibilities of
TFS management to develop project plans, requests for proposals and
other contract-related documents, reports associated with major reviews,
and other key activities.

**Performing Centers**

JSC serves as the Lead Center for TFS. Performing Centers are:

**EAP --** ARC, DFRC, GRC, GSFC, KSC, LARC, MSFC, SSC

**EFP** -- ARC, GSFC, JPL

Performing Center roles and responsibilities are listed in Section 2.2
-- Resources. Performing Centers will be involved in the redefinition of
project activities. JSC will work with HQ and Centers to determine the
most efficient way to combine EAP and EFP into TFS to utilize and
leverage the best efforts of each project.

As part of its portfolio of activities, TFS has established or will need
to establish a coordinated management structure and approach with
Performing Centers and with internal and external partners. Successful
communication is needed to ensure the success of project activities. TFS
is responsible for providing information and guidance on expectations
and evaluation for activities.

TFS will use the following strategies to work with and support
Performing Centers:

-   Identify primary TFS point of contact

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-   Communicate important and relevant information through regular
    emails

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-   Schedule regular telecons with activity management

-   Provide evaluation information and guidance, as required

-   Monitor and track activity through established reporting systems

-   Conduct annual site visits

Each Performing Center lead will develop annual performance
goals/milestones that support the overall TFS project outcomes, goals,
and deliverables. The reporting process will include a monthly report, a
quarterly review, and an end of the year performance report to the TFS
project manager.

**1.6 Management**

Management structure for TFS is outlined in the Elementary and Secondary
Education Program plan. TFS will participate in all review processes and
adhere to all requirements stated in that document, including Outcome
Level Metrics and Reviews, and Project/Activity Evaluations.

NASA uses objective and verifiable performance metrics, regular
management insight and review processes, and defined tools to assess its
performance at all levels - portfolio, outcome, and the individual
program/project/product/activity. Each level of management participates
in setting performance targets, consistently evaluates performance
against those targets, and reports the results to the Education
Coordinating Committee (ECC). If performance measures are carefully and
thoughtfully chosen and applied, the regular performance evaluation at
each level becomes one of our most important means of identifying
problem areas and opportunities for better management, leading to
greater organizational effectiveness and guiding investment strategies.

**Outcome-Level Metrics and Reviews**

Outcome reviews will assure that activities align with the education
operating principles, yield demonstrable results, and reach intended
audiences. External reviewers will be an integral part of outcome
reviews to provide NASA with credible information regarding how well its
education efforts meet customer needs. Outcome reviews include the
results of individual program, project, product, and activity
evaluations within the portfolio. These results should be used to guide
funding organizations in making adjustments in the portfolio where
appropriate.

**Program/Project/Activity Evaluation**

Management of education programs/projects, as with all NASA
programs/projects, complies with the NASA policy NPR 7120.7 - *NASA
Institutional/Infrastructure Program/Project Management* *Processes and
Requirements*.

Education evaluations are based on a common set of criteria including
performance alignment with the Education Overarching Philosophy and
Operating Principles. Evaluation plans will measure intended impact and
be scaled appropriately to the size of the investment---"one size does
not fit all." Mission Directorates, Centers and the Office of Education
regularly monitor and evaluate their programs, projects, products and
activities and report the results to their funding organizations and the
OE for review by the ECC.

7.  **Governance Structure**

For the TFS project, annual performance planning and reporting is
required and annual performance goals are measured and monitored
throughout the fiscal year. Monthly reports will be submitted and
quarterly reviews will be held. At the end of each year, an annual
review will be completed and results of the review will be used to
develop an improvement plan for the upcoming year. This approach
includes:

-   Rigorous evaluation of projects/deliverables as matched to TFS
    annual performance goals (APGs) and targeted Elementary and
    Secondary Education Program outcomes and sub-elements

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-   Periodic progress reports on performance metrics

-   Annual performance evaluations using common criteria

-   Access to performance information for the entire Elementary and
    Secondary Education Program portfolio

This approach provides information necessary for reallocation of
resources and sunsets to projects or activities, if necessary. It also
ensures a coordinated, non-duplicative set of Elementary and Secondary
Program projects that work together to achieve NASA's education goals.

Additionally, the NASA Office of Education has established operating
principles. Every NASA-sponsored education project or activity is to be
developed, implemented and evaluated according to these principles. TFS
projects will keep to these Education Program Operating
Principles/Criteria:

-   Relevance

-   Content

-   Diversity

-   Evaluation

-   Continuity

-   Partnerships/Sustainability

    7.  **Project Requirements**

TFS project management will adhere to the guidance, expectations, and
requirements outlined in the Elementary and Secondary Education Program
plan. The project manager will input to the Education database, NEEIS,
to capture annual data and metrics to support Agency-wide roll up and
reporting. The project manager will periodically review input to assess
progress of activities, make necessary adjustments to project
implementation, and meet necessary reporting/reviews requirements.

The TFS project manager will complete the following tasks and
deliverables.

-   Annual performance goals are to be identified, measured and
    monitored throughout the fiscal year.

-   Quarterly reports accounting for progress towards the APGs, status
    of projects to cost, schedule, and deliverables.

-   Annual review with results of the review used to develop an
    improvement plan to be integrated within next fiscal year.

-   Submissions to the online Weekly Activity Report and Education
    90-Day report are encouraged.

-   Continuous input to the Education database, NEEIS, for capturing
    data and metrics to support Agency-wide roll up and reporting is
    expected.

Information on project review and evaluation is found in Section 3.8 --
Reviews.

**Breaking Programs & Projects into Elements**

In order to categorize a large project encompassing many activities it
will be necessary to *disaggregate*. In some cases it may be appropriate
to *aggregate* similar activities from one or more projects or programs
into an element for categorization. In cases where an element,
regardless of size, could be categorized in two or more buckets, the
primary *intent* of the element should guide its categorization.

The following "buckets" have been identified under Outcome 2 and
projects under the Elementary and Secondary Education Program can be
expected to fall within and support one or more of the buckets.
Performance measures regarding the development of specific measures
under each bucket will serve as further guidance to projects in
development of collecting, tracking and reporting progress. The primary
TFS bucket is 2.2, Long Duration Educator Professional Development. The
secondary bucket is 2.4, K-12 Student Involvement. Information on the
primary and secondary buckets for TFS is contained in the following
chart:

**Bucket Overview**

  --------------------- ------------------------- --------------------------
  ***OUTCOME 2***       ***K-12 focused, although  
                        some junior and community 
                        college educators may     
                        participate in Educator   
                        Professional Development  
                        experiences.***           

  2.1 Educator          Short-duration            Includes only one-time,
  Professional          professional development  short duration
  Development\--Short   experiences at Centers,   professional development
  Duration              ERCs, etc. primarily for  for educators, typically
                        K-12 educators.           short workshops and
                                                  activities lasting less
                                                  than 2 days.

  2.2 Educator          Longer-term or sustained  Includes professional
  Professional          professional development  development experiences
  Development\--Long    experiences offered via   lasting longer than 2 days
  Duration              distance learning,        or offered over an
                        through series, partners, extended period of time.
                        etc. for primarily for    
                        K-12 educators.           

  2.3 Curricular        Development and           Includes printed and
  Support Materials     distribution of educator  electronic materials
                        resources for use in      intended for use in formal
                        formal education          education and linked to
                        settings; Educator        national standards. This
                        Guides, Briefs,           includes tools for
                        wallsheets, textbooks,    educators (briefs, guides,
                        web-based lesson plans    etc.), wall sheets, text
                        and activities for K-12.  book collaborations,
                                                  web-based lessons, web
                                                  challenges, etc.

  2.4 Student           Opportunities for K-12    Includes active
  Involvement K-12      students to actively      instruction and engagement
                        participate in            of K-12 students with
                        instructional NASA        specific learning
                        opportunities and         objectives, typically
                        capitalize on unique NASA associated with classroom
                        facilities and personnel. teams and/or teachers.
                                                  This includes summer
                                                  \"intern\" activities
                                                  (e.g. INSPIRE),
                                                  challenges, flight payload
                                                  opportunities,
                                                  competitions, etc.

                                                   
  --------------------- ------------------------- --------------------------

The *NASA Education Portfolio Data Call Report* (May 2006, Institute for
Global Environmental Strategies) lists current EAP and EFP activities
and associates each activity with specific buckets. The document
identifies push/pull opportunities for each activity. The complete
document is found at
<http://www.strategies.org/Portfolio/FinalReport.html>. Information on
current push/pull opportunities for EAP is contained in the following
chart:

**Educator Astronaut Buckets Showing Push/Pull**

  -------------------- ------------- ---------------------- ----------------------- --------------------
  **1. Bucket          **2. Element  **6. Purpose**         **12a. Pulls            **12b. Pushes
  Number/Name**        Name**                               Participants from:**    Participants to:**

  *2.2 Educator        Network of    Project provides       NEAT members were       Members of NEAT are
  Professional         Educator      professional           initially recruited     "plugged into" NASA
  Development\--Long   Astronaut     development and        from a nationwide       Education, and are
  Duration*            Teachers      support for teachers   campaign directed at    therefore very
                       (NEAT)        through content        K-12 teachers through   likely to become
                                     development, web       informal networks, such involved laterally
                                     interaction, and the   as internet resources,  in other areas
                                     NEAT. The professional as well as professional within the NASA
                                     development workshops  networks such as NSTA.  Education Strategic
                                     provided training on                           Framework, namely
                                     NASA Education                                 NASA Explorer
                                     opportunities,                                 Schools, Digital
                                     sessions for                                   Network, FIRST, and
                                     exchanging innovative                          other K-12 NASA
                                     lessons and teaching                           activities for
                                     techniques, special                            teachers and
                                     access to world-class                          students.
                                     facilities and                                 
                                     scientists, and                                
                                     opportunities to                               
                                     interact with the 2004                         
                                     astronaut class and                            
                                     NASA Education                                 
                                     personnel.                                     
                                     Participants received                          
                                     detailed training to                           
                                     engage their                                   
                                     classrooms and                                 
                                     communities in NASA                            
                                     Education in an                                
                                     unprecedented way.                             
                                     This element is part                           
                                     of NASA's Educator                             
                                     Astronaut Project. EAP                         
                                     develops original                              
                                     educational content                            
                                     based on Educator                              
                                     Astronaut training and                         
                                     flight activities in                           
                                     formats that are                               
                                     usable either directly                         
                                     by students or by                              
                                     teachers in a                                  
                                     classroom setting                              

  *2.4 Student         STS-118,      The STS-118 education  The participants for    7-12 Education and
  Involvement K-12*    First         and public engagement  this activity are       Higher Education
                       Spaceflight   plan aims to           primarily informal      strategic
                       of an         capitalize on the      education participants  investments will
                       Educator      interest surrounding   through the internet,   draw participants
                       Astronaut     the first spaceflight  as well as existing     from this activity
                       (EA)          of an educator, and    NASA participants such  due to their
                                     has three phases: 1)   as those engaged in the increased interest
                                     Pre-Mission Phase -    Educator Astronaut      in NASA and STEM, as
                                     Use EA and crew        Program Earth Crew and  well as pursuing
                                     training for education NASA Explorer Schools,  STEM fields and
                                     content and public     NEAT member regions,    careers.
                                     engagement; well       communities with in     
                                     developed              ERCN reach, NGO partner 
                                     ground--based          communities/networks.   
                                     education content and                          
                                     public engagement; 2)                          
                                     Mission -- Link                                
                                     mission objectives to                          
                                     education content and                          
                                     public; on-orbit                               
                                     activities to enhance                          
                                     ground-based                                   
                                     activities; and 3)                             
                                     Post-Mission --                                
                                     capitalize on                                  
                                     excitement about and                           
                                     interest in mission                            
                                     and continuation of                            
                                     education-public                               
                                     activities                                     

  *3.1 Materials*      NASA Space    Non-reimbursable Space The participants for    Through the
                       Act Agreement Act Agreement between  this activity are       dissemination
                       with AOL      NASA and America       primarily informal      network of the
                                     Online, Inc. was       education participants  Edspace website and
                                     formed 1) to educate   through the internet,   the content provided
                                     kids about science and as well as existing     by both Edspace and
                                     space exploration in a NASA participants such  AOL, participants
                                     fun and interactive    as those engaged in the will be directed
                                     environment; 2)        Educator Astronaut      toward other NASA
                                     increase interest and  Program Earth Crew and  content providers
                                     awareness in NASA      NASA Explorer Schools   and opportunities:
                                     space exploration and                          DLN, NES, SON, etc.
                                     Earth Crew; 3) provide                         
                                     opportunities to                               
                                     increase membership in                         
                                     Earth Crew; 4) create                          
                                     an interactive                                 
                                     learning experience                            
                                     via "Crew Missions"                            

  **1. Bucket          **2. Element  **6. Purpose**         **12a. Pulls            **12b. Pushes
  Number/Name**        Name**                               Participants from:**    Participants to:**

  *4.1 Dissemination*  Edspace       The Educator Astronaut The Edspace website     The Edspace website
                       Website       Program website aims   draws participants from and associated
                                     to provide an          Informal Education and  activities push
                                     exciting, interactive  other websites.         participants/users
                                     program linking                                into other NASA
                                     students, teachers,                            programs/resources
                                     and the public to                              through providing
                                     space related                                  information and
                                     educational                                    links.
                                     activities. It                                 
                                     features opportunities                         
                                     to interact with NASA                          
                                     on ground-based                                
                                     opportunities and meet                         
                                     NASA                                           
                                     astronauts/employees                           
                                     through webcasts,                              
                                     other DL activities                            
                                     and live programs.                             

                                                                                    
  -------------------- ------------- ---------------------- ----------------------- --------------------

Information on current push/pull opportunities for EFP is found in the
following chart:

**Education Flight Project Buckets Showing Push/Pull**

  --------------- --------------- ---------------------- -------------- --------------------
  **1. Bucket     **2. Element    **6. Purpose**         **12a. Pulls   **12b. Pushes
  Number/Name**   Name**                                 Participants   Participants to:**
                                                         from:**        

  *2.4 Student    Amateur Radio   ARISS is an            NASA Explorer  Workforce-students
  Involvement     on the          educational outreach   Schools;       who have
  K-12*           International   program, sponsored by  Informal       participated in
                  Space Station   NASA, in which         Education      ARISS have gone on
                  (ARISS)         students engaged in a                 to pursue aerospace
                                  science and technology                and engineering
                                  curriculum are given                  careers. Some are
                                  the opportunity to                    now engaged in
                                  speak with an                         NASA-related
                                  astronaut orbiting the                careers.
                                  Earth on the ISS.                     
                                  Using amateur radio,                  
                                  students ask questions                
                                  about life in space                   
                                  and other                             
                                  space-related topics.                 
                                  Students fully engage                 
                                  in ARISS by helping                   
                                  set up an amateur                     
                                  radio ground station                  
                                  at the school and then                
                                  using that station to                 
                                  talk directly with the                
                                  on-board crew member                  
                                  for approximately ten                 
                                  minutes, the time of                  
                                  an ISS overhead pass.                 
                                  Preparation for the                   
                                  experience motivates                  
                                  the children to learn                 
                                  about radio waves,                    
                                  space technology,                     
                                  science, geography and                
                                  the space environment.                
                                  In many cases, the                    
                                  students help write                   
                                  press releases and                    
                                  give presentations on                 
                                  the experience to                     
                                  their fellow students                 
                                  and to the local                      
                                  community. Through                    
                                  this hands-on                         
                                  experience, students                  
                                  are inspired to learn                 
                                  more in STEM fields,                  
                                  and to pursue                         
                                  STEM-related careers.                 
  --------------- --------------- ---------------------- -------------- --------------------

  --------------- ---------- ---------------------- -------------- ---------------
  **1. Bucket     **2.       **6. Purpose**         **12a. Pulls   **12b. Pushes
  Number/Name**   Element                           Participants   Participants
                  Name**                            from:**        to:**

  *2.4 Student    ISS        ISS EarthKAM is a NASA NASA Explorer  Many students
  Involvement     EarthKAM   education project that Schools;       are selected
  K-12*                      enables students,      Informal       for NASA
                             teachers and the       Education;     internships and
                             public to learn about  JASON          center job
                             Earth from the unique                 based on their
                             perspective of space.                 EarthKAM
                             At the core of the                    experience.
                             program is a                          
                             spectacular collection                
                             of digital images of                  
                             Earth. The image                      
                             collection and                        
                             accompanying learning                 
                             guides and activities                 
                             are extraordinary                     
                             resources to support                  
                             classes in Earth                      
                             science, space                        
                             science, geography,                   
                             social studies,                       
                             mathematics,                          
                             communications and                    
                             even art. ISS EarthKAM                
                             images are unique                     
                             because they are taken                
                             by middle school                      
                             students. During                      
                             EarthKAM missions,                    
                             registered middle                     
                             schools use the                       
                             EarthKAM web site to                  
                             request images real                   
                             time based upon their                 
                             classroom                             
                             investigations, 30                    
                             undergraduate students                
                             support the program                   
                             per quarter primarily                 
                             via web design and                    
                             maintenance                           
                             activities.                           

  *2.4 Student    Teaching   The Teaching From      NASA Explorer  Work to get
  Involvement     From Space Space office is        Schools,       customers to
  K-12*                      co-located with the    Informal       use other NASA
                             Astronaut Office at    Education,     Education
                             NASA's Johnson Space   Educator       resources,
                             Center. In addition to Astronaut      specifically
                             supporting public      Program,       efforts under
                             appearances by         Elementary and eEducation; and
                             astronauts at          Secondary      ERCN, AESP,
                             educational events,    Education,     DLN, Center
                             the office is          Higher         Education
                             responsible for        Education      Offices
                             facilitating ISS                      
                             downlinks, Education                  
                             Demonstration                         
                             Activities (EDAs), and                
                             Education Payload                     
                             Operations (EPO). Live                
                             in-flight education                   
                             downlinks on-board the                
                             ISS and during                        
                             selected Space Shuttle                
                             flights, typically 20                 
                             minutes in length,                    
                             allow students and                    
                             educators to interact                 
                             with the crew as they                 
                             answer questions and                  
                             perform simple                        
                             educational                           
                             demonstrations. EDAs,                 
                             innovative on-orbit                   
                             education activities,                 
                             capture video of ISS                  
                             crewmembers conducting                
                             STEM-related education                
                             demonstrations. EDA                   
                             topics are suggested                  
                             by the NASA education                 
                             community to meet an                  
                             identified need, and                  
                             they support NASA                     
                             education products and                
                             national education                    
                             standards. Payloads                   
                             (EPOs) flown on behalf                
                             of the Office of                      
                             Education, are                        
                             designed to support                   
                             NASA Education                        
                             outcomes by focusing                  
                             on demonstrating                      
                             science, mathematics,                 
                             engineering,                          
                             technology, or                        
                             geography principles                  
                             in a microgravity                     
                             environment.                          
  --------------- ---------- ---------------------- -------------- ---------------

The annual performance plan for projects is to be submitted no later
than the first week of November in each fiscal year to the identified HQ
Elementary and Secondary Program Manager and the Mission Directorate
Education Lead. In turn, these persons will review and share with the
Deputy Assistant Administrator for Education Programs for additional
comment. Program Directors and Project Managers will then discuss any
necessary revisions and each Project Plan should then be approved no
later than final week of November

7.  **Technical Summary**

TFS is not a technical project. It does not currently attempt to develop
hardware, software, facilities, or similar assets. Periodically the
project will facilitate the process of manifesting education payloads
and associated operating procedures, however, the technical aspects of
these efforts will be fully documented through established payload
review processes and reports.

8.  **Implementation Approach**

TFS will be implemented by a mix of civil service and contractor
personnel. The JSC Education Office K-12 program manager is a civil
servant providing oversight to the TFS project manager. The remainder of
the team will consist of contractor WYEs and fractional FTEs as
required. TFS will enlist other Centers to support the project and will
provide funding for additional fractional FTEs and WYEs if needed.
Performing Center roles and responsibilities are listed in Section 2.2-
Resources.

A well defined short-term and long-term approach is essential to the
project's success. TFS will develop a separate detailed implementation
plan. The implementation plan will be completed by the beginning of the
third quarter of FY07. The plan will be reviewed by the Elementary and
Secondary Program Manager and other NASA Education personnel as
identified by the Elementary and Secondary Program Manager.

**1.11 Project Dependencies**

The major dependencies for TFS involve formation of relationships to
support sustainability for the project. In order to form such
partnerships, the project must bring to the table internal and external
education programs and organizations that are capable of supporting and
enhancing the objectives of the project. Establishing and leveraging
internal and external mutually beneficial partnerships is essential to
project success and to offset a reduction in FY07 funding.

As stated in the Elementary and Secondary Education Program Plan,
project dependencies could also include:

-   Legislative actions, such as the 2005 NASA Authorization Bill, the
    Deficit Reduction Act of 2005 (establishment of the Academic
    Competitiveness Council (ACC)), and Congressional-directed mandates,
    will further influence and shape existing projects and the
    expansion, consolidation, or cancellation of activities supported
    under Elementary and Secondary Education. See Appendix C for
    additional information on the ACC.

-   Expected recommendations as a result of the 2006 National Research
    Council's review of NASA's Pre-college Programs will serve as
    another near term resource for refining direction and focus of the
    Elementary and Secondary Program and potentially, have an effect on
    projects.

TFS will attempt to use the push-pull concept to pull participants into
the project and move them into other projects providing a more
experienced and focused group and creating a measurable pipeline. Close
and effective consultation, coordination, and cognizance among all
entities -- Education Divisions, Mission Directorates, and Centers -- as
aligned towards Outcome 2 will allow TFS to pull or push participants
which is critical to the optimal fulfillment of NASA's objectives
relative to overall education investment.

TFS will consider strategic internal and external partnerships,
cooperative agreements, and entrepreneurial relationships, and utilize
announcements of opportunity that contribute to the overall project goal
and objectives. Included under this area could be agreements with ISS
partners, other NASA education flight projects, and development and
implementation of educational endeavors.

TFS strategic alliances, formal partnerships, and customized activities
and events will be continuously strengthened and new ones sought. All
will be monitored and reported towards accomplishment of the project
goal and objectives.

The offices of Legislative, Public Affairs, and External Relations will
be appropriately involved in external endeavors.

12. **Logistics**

TFS project staff will work with internal and external partners to
accomplish tasks aligned with project objectives. These tasks include
planning, coordinating, and facilitating new and existing education
opportunities and initiatives.

TFS inherits numerous education activities from EAP and EFP. TFS staff
will oversee the logistics associated with these existing activities as
well as the logistics of integrating new and innovative education
activities into the TFS project. In all cases TFS will solicit and
manage participation from internal and external partners to ensure
project objectives are met or exceeded. Key to the success of the TFS
project is coordination and communication with the NASA Centers that
serve as the project's Performing Centers.

2.  **PROJECT BASELINE**

**2.1 Schedules**

**Plans**

In compliance with NPR 7120.7 Institutional/Infrastructure
Program/Project Management Processes and Requirements, TFS will submit
an annual performance plan no later than the first week of November each
year to the Elementary and Secondary Program Director who will review
and share with others as appropriate. The program director and the TFS
project manager will then discuss any necessary revisions and each
project plan should then be approved no later than the final week of
November.

**Reviews**

Projects have a defined schedule for review and reporting. See Section
3.8 - Reviews for complete descriptions of these elements.

**Grants and Services**

Grants, cooperative agreements and contracts can be expected as part of
the overall operations and contribution of performance by the Elementary
and Secondary Education Program and its projects. Rules, requirements,
and regulations as outlined by NASA Grant and Procurement Offices are to
be followed.

TFS has identified the following major grant activities over the next 24
months. Grantees shall provide annual progress reports to NASA, which
are examined and approved or disapproved by the project managers.
Grantees are expected to provide additional input for the purpose of OMB
and Congressional reporting requirements.

[**Project:** Educator Astronaut Project (EAP)]{.underline}

**Grantee/Cooperative Agreements:** Oklahoma State University

**Purpose:** Program Support (1 contractor) to provide administrative
and management support to the EAP at the HQ level

**Performance Period:** July 1, 2005 -- June 30, 2006. A 12-month
extension from July 1, 2006 to June 30, 2007 has been approved.

[**Project:** Education Flight Project (EFP)]{.underline}

**Grantee/Cooperative Agreements:** Oklahoma State University, Teaching
from Space

**Purpose:** Provide unique educational content and experiences based on
spaceflight

**Performance Period:** February 1, 2006 -- January 31, 2007. Technical
officer function is being transferred from Headquarters to JSC.

**Grantee/Cooperative Agreements:** University of California -- San
Diego (UCSD) for ISS EarthKAM

**Purpose:** UCSD oversees and manages the entire project. The UCSD
Mission Operations Center operates 4 EarthKAM missions per year.

**Performance Period:** 5-year grant, ending August 31, 2006; however, a
3-month no-cost extension has been approved (thru November 2006) in
order to complete independent evaluation and transition from HQ to JSC
as technical officer

The TFS schedule can be summarized in three phases: Project Transition,
Project Start-up, and Project Implementation. These phases and major
activities are:

**Project Transition (FY06 Fourth Quarter through FY07 Second Quarter)**

TFS was augmented by merging two existing NASA Education projects,
Educator Astronaut and Flight Projects. Since these efforts were
previously managed from Headquarters, it is necessary to transition them
to JSC. Some of the key transition tasks will focus on areas of
assessment, business model, and partnerships and will include the
following tasks/actions:

-   Begin and/or complete third party, independent assessment of
    existing activities (i.e., ARISS, ISS EarthKAM, Education Downlinks,
    NEAT)

-   Benchmark existing NASA K-12 professional development projects and
    networks (i.e., SEMAA, NES, Solar System Ambassadors)

-   Investigate existing Elementary and Secondary and Outcome 2 projects
    and activities to identify and explore possible synergy/continuity

-   Identify existing Outcome 1 and 3 projects that show potential for
    "push-pull" relationships

-   Evaluate and define role of Centers in support of specific
    activities and projected future FTEs by Center

-   Begin to communicate and work with Performing Centers

-   Evaluate EdSpace and potential NASA web site (portal) migration
    issues

-   Establish dialogue with NEAT group

-   Develop a communications plan for NEAT (distribution list and forum)

-   Assess TFS web needs and develop web strategy

-   Investigate role of ISS partners in supporting and utilizing a
    variety of flight platforms for education activities

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-   Develop near and long-term (10 year) project implementation plans

-   Co-chair the planning and deployment of STS-118 education efforts

-   Lead the education sub-team for STS-118

-   Assist with the development of an evaluation plan for STS-118

-   Ensure files (e.g., budget information, historical documents, etc.)
    are properly transferred from HQ to JSC

-   Complete the formal transfer of project management responsibilities
    and ensure internal partners are notified of changes

-   Establish communication with other Centers regarding project
    direction and collaboration

-   Address TFS staffing/hiring needs

-   Develop internal processes for data collection and reporting (i.e.
    Weekly Activity Report (WAR), 90 Day Reports, etc.)

-   Evaluate project and activity assessment tools (i.e. NEEIS)

During this phase, it is expected that the current schedule of
activities and events under ARISS, ISS EarthKAM, and ISS Education
Downlinks will be maintained.

**Project Start-up (FY07)**

After most of the transition efforts are complete, JSC will engage in a
number of activities to build momentum for full implementation of
project objectives. The start-up phase will allow TFS to focus on high
priority matters and activities that will generate short term wins for
the project. These activities will depend to some degree on when
transition efforts are complete, but TFS anticipates the transition
phase will begin in fall 2006. The results and recommendations from
assessments and benchmarking efforts will contribute towards the
following major tasks and start-ups during FY07:

-   Revise the project plan

-   Write an implementation plan (short-term and long-term)

-   Complete independent external assessment of project activities

-   Develop a plan for an internal partnership call

-   Continue to look for push-pull opportunities

-   Explore opportunities to collaborate with existing NASA education
    flight projects

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-   Renew the Teaching from Space grant

-   Complete development and begin implementation of a TFS web strategy

-   Recompete the ISS EarthKAM cooperative agreement

-   Redefine ARISS

-   Redesign the NEAT element

-   Continue support, integration, and deployment of STS-118 education
    efforts

-   Evaluate STS-118 education activities, document lessons learned, and
    compile a revised framework for future education spaceflights

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-   Facilitate the engagement of other Centers in TFS activities

-   Continue communicate and work with Performing Centers

-   Establish partnerships with other NASA education flight projects
    that offer student involvement (i.e. Wallops, Team America Rocketry
    Challenge, Space Grant)

-   Investigate partnerships with external education organizations,
    private industry, and other federal agencies

-   Propose new starts, new business model, new interfaces (between
    projects, outcomes, and partnerships) to:

    -   Reshape FY08 Elementary and Secondary Education Program and
        Resource Guidance for EAP and EFP and

    -   Contribute to FY09 Education Program and Resource Guidance

-   Implement new TFS web strategy

-   Redesign assessment tools to capture push-pull data

-   Reevaluate APGs for FY08

-   Work with the Office of External Relations and the International
    Programs Specialist assigned to NASA Education to explore funding
    options for education flight projects

TFS must explore creative ways to continue student flight opportunities
as the Space Shuttle is retired and the next generation vehicle is
developed. The variety of existing unmanned NASA flight platforms and
education flight activities offer exciting opportunities to continue
student engagement in flight projects. TFS is actively supporting
efforts to identify education opportunities for students as part of the
ISS as a national laboratory effort. TFS plans to hold discussions with
other federal agencies and their education offices, non-governmental
organizations, and professional education organizations to solicit ideas
for innovative ways to engage students in education flight projects.

**Project Implementation (FY08)**

After start-up activities are well underway, TFS will implement
additional activities to support all three project objectives. TFS will
basically be fully functional at this point and will implement
activities as funding and personnel resources permit. Some of the key
activities TFS will conduct in this "normal" mode may include:

-   Revise the project plan

-   Issue an internal call for partnerships

-   Continue to seek push-pull opportunities

-   Continue to work with Performing Centers to evaluate project
    activities

-   Facilitate the redesigned NEAT group of educators

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-   Manage the implementation of national education efforts tied to
    space exploration activities, similar to the education efforts
    planned for STS-118 (i.e., Pre-Mission, Mission, and Post-Mission
    education concept)

-   Support selection processes for upcoming educator astronaut
    candidates, if required

-   Enhance and facilitate education flight activities on board the ISS
    and identify unique on-orbit opportunities

**Review and Reporting Schedule**

TFS will utilize the online Weekly Activity Reporting tool to
communicate key events/activities that have happened during the week or
key events expected to happen in the near term. A 90-day report is
assembled for the NASA Administrator on a monthly basis and items that
look forward over the 90-day period are compiled into this report for
the Administrator and shared with the Agency Senior Leadership. Monthly
reports are due on the Monday proceeding the last Wednesday of each
calendar month. Quarterly reports are required on a similar schedule at
the end of months 3, 6 (serves as semi-annual review), 9 and 12 (serves
as annual report). Reviews and site visits will be scheduled by the
Elementary and Secondary Education Program officer.

**2.2 Resources**

NOTE: Until Education Project Realignment is complete, the information
contained in this section to include Centers and civil service
workforce, is fluid and estimate only.

**Budget -- Educator Astronaut Project**

  ---------- ------------ -------- --------- ---------- --------- ---------- --------- --------- --------- ---------- ---------- ---------
             **Educator                                                                                                          
             Astronaut                                                                                                           
             Project                                                                                                             
             -FTE**                                                                                                              

             **Total**    **HQ**   **ARC**   **DFRC**   **GRC**   **GSFC**   **JPL**   **JSC**   **KSC**   **LARC**   **MSFC**   **SSC**

  **FY06**   2.48M        0        0         .3         0         .4         0         1.1       .6        2.7        1.6        .4

  **FY07**   2.87M        0        .3        .2         .5        .2         0         1.4       .3        .5         .5         .2
  ---------- ------------ -------- --------- ---------- --------- ---------- --------- --------- --------- ---------- ---------- ---------

NASA Centers receiving EAP funds will be expected to report performance
and activities to the TFS project manger, in accordance with the project
management plan. Performing Center FTE roles and responsibilities are:

**ARC -Ames Research Center (FTE = 0.3)** -- NEAT. ARC will provide
feedback to JSC and other Centers on program activities; Centers will
communicate to NEAT members in their regions offerings of opportunities
and professional development. Further guidance for FTEs supporting the
program will be available after project redefinition.

**DFRC -- Dryden Flight Research Center (FTEs = 0.2)** - NEAT. DFRC will
provide feedback to JSC and other Centers on program activities; Centers
will communicate to NEAT members in their regions offerings of
opportunities and professional development. Further guidance for FTEs
supporting the program will be available after project redefinition.

**GRC -- Glenn Research Center (FTEs = 0.5)** - NEAT. GRC will provide
feedback to JSC and other Centers on program activities; Centers will
communicate to NEAT members in their regions offerings of opportunities
and professional development. Further guidance for FTEs supporting the
program will be available after project redefinition.

**GSFC -- Goddard Space Flight Center (FTEs =0.2)** - NEAT. GSFC will
provide feedback to JSC and other Centers on program activities; Centers
will communicate to NEAT members in their regions offerings of
opportunities and professional development. Further guidance for FTEs
supporting the program will be available after project redefinition.

**JPL -- Jet Propulsion Laboratory (WYEs = .1)** - NEAT. JPL will
provide feedback to JSC and other Centers on program activities; Centers
will communicate to NEAT members in their regions offerings of
opportunities and professional development. Further guidance for FTEs
supporting the program will be available after project redefinition.

**KSC - Kennedy Space Center (FTEs = 0.3)** - NEAT. KSC will provide
feedback to JSC and other Centers on program activities; Centers will
communicate to NEAT members in their regions offerings of opportunities
and professional development. Further guidance for FTEs supporting the
program will be available after project redefinition.

**LARC -- Langley Aeronautics Research Center (FTEs = 0.5)** - NEAT.
LARC will provide feedback to JSC and other Centers on program
activities; Centers will communicate to NEAT members in their regions
offerings of opportunities and professional development. Further
guidance for FTEs supporting the program will be available after project
redefinition.

**MSFC -- Marshall Space Flight Center (FTEs = 0.5)** -- NEAT. MSFC will
provide feedback to JSC and other Centers on program activities; Centers
will communicate to NEAT members in their regions offerings of
opportunities and professional development. Further guidance for FTEs
supporting the program will be available after project redefinition.

**SSC -- Stennis Space Center (FTEs = 0.2)** - NEAT. SSC will provide
feedback to JSC and other Centers on program activities; Centers will
communicate to NEAT members in their regions offerings of opportunities
and professional development. Further guidance for FTEs supporting the
program will be available after project redefinition.

**Budget -- Education Flight Projects**

  ---------- ------------- -------- --------- ---------- --------- ---------- --------- --------- --------- ---------- ---------- ---------
             **Education                                                                                                          
             Flight                                                                                                               
             Projects -                                                                                                           
             FTE**                                                                                                                

             **Total**     **HQ**   **ARC**   **DFRC**   **GRC**   **GSFC**   **JPL**   **JSC**   **KSC**   **LARC**   **MSFC**   **SSC**

  **FY06**   0             0        0         0          0         0          0         0         0         0          0          0

  **FY07**   2.01M         0        .5        0          0         .1         0         .8        0         0          0          0
  ---------- ------------- -------- --------- ---------- --------- ---------- --------- --------- --------- ---------- ---------- ---------

NASA Centers receiving EFP funds will be expected to report performance
and activities to the TFS project manger, in accordance with the project
management plan. Performing Center FTE roles and responsibilities are:

**ARC - Ames Research Center (FTEs = 0.5)** -- A staff member will
assist JSC in their efforts to expand the EFP portfolio to include
student flight opportunities on platforms in addition to the ISS and
Space Shuttle.

**GSFC -- Goddard Space Flight Center (FTEs = 0.1, WYEs = 0.4)** --
Staff members assist JSC with examination of the Agencywide flight
platform/services, cost for services, customer-base, and in depth
analysis of the educational elements/value of platform by
educators/students.

Staff members perform tasks including technical support for development
of ground and flight hardware, school contact coordination and
operations, coordination of the international ARISS technical team with
JSC's Mission Operations Directorate, and communication of key events
and activities within the team and to TFS. ARISS activities are
coordinated with NASA's Space Operations Mission Directorate.

**JPL -- Jet Propulsion Laboratory (WYEs = 0.7)** -- A staff member
supports ISS EarthKAM activities related to image processing and
associated tools that support image analysis expanding the educational
value of the digital images through annotation, captioning, and
organization, as well as by creating informational resources using the
images.

3.  **Acquisition Management**

TFS project is composed of educational activities that target students
and educators at the engage and educate levels of involvement in the
Office of Education (OE) Education Framework. The primary TFS focus is
long-duration educator professional development and K-12 student
involvement. TFS will encourage new partnerships through established
NASA processes and through a project specific internal call for
collaboration. TFS will use competitive sourcing to provide
opportunities for potential partners.

The TFS acquistion strategy will maximize its abilities to meet project
goals and milestones in support of the OE Education Framework and
Outcomes.

4.  **Performance**

Annual performance planning and reporting for TFS is required and annual
performance goals will be measured and monitored throughout the fiscal
year. TFS will submit monthly reports and hold quarterly reviews. At the
end of each year, an annual review will be completed and results of the
review will be used to develop an improvement plan to be integrated
within the project's next annual performance plan.

[]{.mark}

TFS will conduct a rigorous evaluation of its activities/deliverables as
matched to APGs and targeted Elementary and Secondary Education Program
outcome and sub-elements. It will submit periodic progress reports on
performance metrics and annual performance evaluations.

3.  **SUBPLANS**

**3.1 Communications Plan**

The portfolio approach to the management of NASA's education efforts
provides a holistic view of all NASA education programs, projects,
products, and activities. It also facilitates performance evaluation,
assessment, and accountability reporting, as well as communication of
program status within NASA and to external stakeholders.

The report requirements provide a uniform system of documentation and
assures clear and consistent communications throughout the program
community on project progress, status, and issues. The integrated
operation of these functions furnishes the means to determine the
harmony of actual and planned cost, schedule, and performance goals
during development and implementation by verifying whether everything is
occurring in accord with baseline plans.

Communication between TFS management, the project's activities,
Performing Centers, and the Elementary and Secondary Program Manager is
key to the success of this plan. The project manager will communicate
with the Program Manager via email and a monthly videoconference or
telecon to receive guidance for the project activities and to report
progress of project activities.

The TFS project manager will ensure that pertinent information from the
Elementary and Secondary Program Manager, JSC's Director of Education,
JSC's K-12 Manager, and other higher-level management sources is
promptly and accurately communicated to the TFS project staff and
relevant partners. Similarly, the TFS project manager will compile and
communicate important information from project staff to upper
management. The latter will be achieved, in part, through timely
submission of established reporting tools as outlined in Section 3.10 -
Reviews.

**3.2 Control Plan**

The Elementary and Secondary Education Program plan provides TFS with
guidance on control and compliance processes and plans.

The Elementary and Secondary Education Program control and compliance
process includes reporting and reviewing performance against baselines
(as detailed in this document); evaluating alternatives; developing
disciplined processes for considering, approving and implementing
changes to official baselines; and assuring positive feedback on all
directions and decisions. The program also provides a uniform system of
documentation and assures clear and consistent communications throughout
the program community on project progress, status, and issues. The
integrated operation of these functions furnishes the means to determine
the harmony of actual and planned cost, schedule, and performance goals
during development and implementation by verifying whether everything is
occurring in accord with baseline plans.

The TFS project manager must request, in writing, deviations from the
Project Plan or from the project-specific guidance including
center-to-center or inter-center transfer of funds. The TFS program
manager reports major changes as reported to Elementary and Secondary
Education Program Manager.

Ultimate responsibility for the effectiveness of management control
rests with the TFS project manager. Delegation of authority, definitions
of roles and assignments of responsibilities carry with them the terms
of accountability.

TFS funding shall be evaluated mid-year (prior to start of third quarter
of the fiscal year) relative to the demonstrated performance of the
project team and to the educational value of the project's activities.
Projects not meeting their deliverables, schedule or other commitments,
or having insufficient alignment with NASA outcomes and objectives, may
have their funding reduced or eliminated.

This portfolio management approach will provide information necessary
for reallocation of resources; sunsets to projects, if necessary; and
ensure a coordinated, non-duplicative set of Elementary and Secondary
Education Program projects that work together to achieve NASA Education
Outcomes.

**3.3** **Risk Management Plan**

TFS is a relatively low risk project. The primary risk is a loss of
affiliation with principal participants resulting in the loss of
opportunity to reach targeted audiences. Loss of affiliation is most
often attributed to a lack of informational material currency, to
funding disruption or stoppage, or to issues related to technology
deployment.

TFS will monitor and mitigate program risk through continual evaluation
of project content and delivery methods, adjusting the content and
deployed technology to assure currency. Also, the project manager will
carefully monitor funding levels and flow to ensure continual engagement
with current and intended funding recipients.

TFS will work with the Office of External Relations and the
International Programs Specialist assigned to NASA Education, to explore
funding options for education flight projects.

Continued or increased funding reductions that are a result of
Congressional earmarks may result in risk to the project. Future funding
reductions may impact project activities and result in decreased scope,
cancellation, or postponement of existing or new activities. The impact
of decreased funding could include:

**FY07**

-   Delay in third party evaluation for project activities

-   Decrease in support for STS-118 activities

-   Reduction in new support for education flight projects

-   Reduction in web site development

**FY08**

-   Reduction in staff or postponement of future hires

-   Decrease in support of internal and external partnerships

-   Decrease in support for NEAT workshops and activities

-   Reduction in support and/or funding for new education flight
    projects

TFS will continue to evaluate and address potential risks to the project
due to funding shortages.

A robust performance process will be applied across TFS that is
consistent with Elementary and Secondary Program requirements. This
process will be designed to provide Office of Education management with
timely data to anticipate potential areas where project performance
goals and milestones may not be met with the current funding or
schedule. This risk management process will provide management with
timely data in order to institute project schedule, cost, and/or content
corrections.

**3.4** **Technology Strategy or Insertion**

The TFS project manager will build a technology strategy, beginning with
review of current activities to see where future efficiencies, reach,
and impact might be gained through technology-based applications and
infrastructures. TFS will consult with and link with the eEducation
Program and Project Managers as strategy is developed.

Budgeting for IT-related infrastructure (e.g., web sites, portal) and
electronic dissemination (e.g., 508 compliancy and meta-tagging of
products) has been considered and is included in the project's budget.
TFS will investigate the role/function of technology; how it can serve
this project, and this links to inspire, engage, education, and employ
categories. TFS will also investigate how the development of a
technology strategy will or can be used to enable the project to better
push-pull (engage and educate) with Informal and Higher Education.

Existing technology-based tools used by the project include:

Inspire -- NASA portal features

Engage -- Downlinks, ARISS, EarthKAM, STS-118, DLN, AOL Space Act
Agreement

Educate -- K-12 curriculum support materials (NASA web site features,
Learning Launchers and teacher notes, etc.)

The eEducation Program portfolio includes the assets of the NASA
Learning Technologies (NLT) research and development (R&D) and
evaluation; the education file on the NASA TV Public Services channel
and the NASA Education Services channel; Web services, including the
NASA public portal ([www.nasa.gov](http://www.nasa.gov/)) and education
home pages; the suite of television and Web-based instructional series;
and electronic, and site-based dissemination networks such as the
Central Operation of Resources for Educators (CORE). Mission Directorate
and NASA Education program-funded projects contribute to the overall
portfolio of activities under eEducation.

The eEducation portfolio provides TFS with tools and expertise that can
be utilized to promote the project and its activities, disseminate its
content, and cross-cut with and between NASA Education divisions,
including Informal and Higher Education. Specific ways where
collaboration with eEducation might support the TFS project include:

-   NASA Education Technology Services (NETS) to review, adapt, produce,
    and disseminate TFS project content on the NASA Web site (portal) in
    the educator, student, and kids sections. (Engage and Educate)

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-   Highlight TFS activities (ISS education downlinks, on-orbit
    education activities, STS-118, education flight projects, etc.)
    through the NASA TV education channel and use of the Web, including
    podcasting. (Engage and Educate)

    5.  **Cooperation and Commercialization**

TFS will build strategic partnerships and linkages between STEM formal
and informal education providers that promote STEM literacy and
awareness of NASA's mission. TFS will target the following efforts:

-   Pursue partnerships to support TFS and Outcome 2 through talents and
    resources of government, industry, and private foundations. Dividing
    the work into manageable activities built around clearly articulated
    goals and tightly integrated objectives.

-   Leverage technology infrastructures to deliver content related to
    exploration, science, and aeronautics to audiences; and partner with
    Mission Directorates, professional education organizations and
    others to create rich, effective learning experiences and
    connections for K-12 audiences.

NASA will release, at least twice a year, a request for entrepreneurial
offers, seeking one or more unfunded collaborations with organizations
that would enhance NASA's ability to achieve its educational goals.
Specifically, NASA will seek proposals for creating and managing
innovative activities, events, products, services, or other types of
formal or informal education methods for the purpose of disseminating
information nationally about NASA's projects and programs. It is
intended that this request for entrepreneurial offers will result in the
establishment of one or more non-reimbursable Space Act Agreements that
will define the full roles and responsibilities of NASA and the
proposing organization(s). TFS will use these processes as one mechanism
to identify potential external partners.

With guidance from the appropriate NASA offices, TFS will also work with
ISS partners and their education offices to pursue cooperative education
initiatives.

**3.6 Safety and Mission Success Plan**

Before any other Agency or organizational goal or objective, safety is
the first consideration.

The TFS project adheres to standards of mission safety that are
promulgated for all employees of NASA and its Centers. TFS project
activities that relate to spaceflight will adhere to all NASA
regulations and NASA Policy Directives (NPDs) concerning both hardware
and software.

TFS will develop safety and mission assurance plans as needed that will
identify all activities such as safety, reliability and maintainability,
quality assurance, software assurance (including IV&V), environmental
related design and test including orbital debris mitigation, program
surveillance, failure detection, isolation, and recovery, and failure
reporting or resolution, and hazard analysis and mitigation, which are
used to ensure the success and safety of the spaceflight.

7.  **Environmental Management Plan**

The TFS project manager and project team members adhere to environmental
compliance requirements, which are promulgated for all employees of the
National Aeronautics and Space Administration and its Field Centers.

**3.8 Systems Engineering Plan**

Although TFS will not undertake engineering or highly technical
projects, a systems engineering approach may be invoked on some project
activities. The types of activities where systems engineering might be
used within TFS could include coordinating payloads for manned flight
platforms such as Space Shuttle, ISS, and CEV, and unmanned platforms
such as sounding rockets, scientific balloons, and the like. Systems
engineering processes might also be used when planning and coordinating
complex efforts such as conferences or large educator professional
development workshops. The systems engineering processes used with these
types of activities will primarily fall within the scope of what is
commonly referred to as project management principles and methodologies.

The technical standards to which all education flight projects and
payloads must adhere to are defined by the applicable flight platform's
program office. TFS will ensure that all education payloads and flight
projects comply with flight safety requirements. Furthermore, TFS will
process all education payloads and flight projects through the required
safety review panels.

**3.9 Verification and Validation**

Verification and validation processes for the TFS project are outlined
in the Elementary and Secondary Education Program plan.

Managing each of the three Outcomes within the Agency education
portfolio requires a cross-cutting review that encompasses all projects,
products, and activities, whether originating in the Office of
Education, the Mission Directorates, or the Centers. The Office of
Education will assign a staff member for each Outcome to conduct
strategic analysis and planning, establish measurable metrics, and
implement an evaluation plan. The staff member for each Education
Outcome will report on the Agency's progress toward achieving that
Outcome to the Assistant Administrator and the ECC. TFS will work with
this staff member to ensure that the project continues to contribute to
the appropriate Outcome.

Outcome reviews will employ a variety of mechanisms to assure that
activities associated with each Education Outcome align with the
education operating principles, yield demonstrable results, and reach
intended audiences. Use of external reviewers will be an integral part
of outcome reviews to provide NASA with credible information regarding
how well its education efforts meet customer needs. Outcome reviews
include the results, findings, or conclusions of individual program,
project, product, and activity evaluations from within the portfolio.
TFS will use external reviewers as needed.

**3.10 Reviews**

TFS will regularly review the project's activities, using external
reviewers and internal NASA review processes. Reviews will provide TFS
with credible information regarding how well its education efforts meet
customer needs. TFS will use these evaluation results to make
adjustments in the program where appropriate.

TFS will perform the following reporting and review activities:

-   Annual performance planning and reporting is required and annual
    performance goals are to be identified, measured and monitored
    throughout the fiscal year.

-   Monthly reports are submitted and quarterly reviews are held.

-   Annual review with results of the review used to develop an
    improvement plan to be integrated within its next annual performance
    plan.

-   Submission to the online Weekly Activity Report is encouraged.

-   Continuous input to the Education database, NEEIS, for capturing
    annual data and metrics to support Agency wide roll up and reporting
    is expected.

More complete description of the review and reporting elements are
listed, below.

### Weekly Activity Report (WAR)

> Projects are encouraged to utilize the online Weekly Activity
> Reporting tool to communicate key events/activities that have happened
> during the week or key events expected to happen in the near term. A
> 90-day report is assembled for the NASA Administrator on a monthly
> basis and items that look forward over the 90-day period are compiled
> into this report for the Administrator and shared with the Agency
> Senior Leadership.

### Monthly Status

> By the final Wednesday of each month, each project shall submit a
> status brief. The brief shall provide explanation within the four
> areas of Cost, Schedule, Technical, and Management Issues and using
> the (green, yellow, and red) color key, provide status with
> explanations. In addition, accomplishments for the time period should
> be listed. This status will be used to input progress into ERASMUS and
> to assess overall monthly status of the Elementary and Secondary
> Education Program to report to the AA for Education.

### Quarterly Review

> The projects shall undergo review each quarter of the progress.
> Quarterly reviews shall be conducted by the program/project Manager.
> The reviews shall consist of a demonstration of the state of the
> project's technology and deliverables, an assessment of the project's
> status relative to its schedule, and an evaluation and possible
> adjustment of the project's direction and deliverables.

### Semi-annual Review of Performance

> Project funding shall be evaluated mid-year (prior to start of third
> quarter of the fiscal year) relative to the demonstrated performance
> of the project team and to the educational value of the project's
> technology.

-   **Annual Review of Performance**

> Reviews will be based primarily on written documentation summarizing
> the goals, objectives, organization, resources, and accomplishments of
> each Project. The results of the review will be used to develop an
> improvement plan to be integrated within its next annual performance
> plan.

The final review will address the six criteria. These principles are:

-   ***Relevance:*** To effectively strengthen the Nation's STEM
    workforce, NASA must implement activities that are useful to the
    education community and that strengthen their ability to engage
    students in the STEM pipeline.

-   ***Content:*** Education investments use NASA content, people or
    facilities to involve educators, students, and/or the public in NASA
    science, technology, engineering, and mathematics.

-   ***Diversity:*** NASA strives to ensure that underrepresented and
    underserved students participate in NASA education and research
    programs to encourage more of these students to pursue STEM careers.
    Programs and projects are representative of American demographics,
    engage underrepresented and underserved minorities, women, and
    persons with disabilities, and reflect an atmosphere of equity,
    balance, and inclusiveness. NASA will continue to focus on enhancing
    the capabilities of Minority Serving Institutions to contribute to
    the research needs of the Agency.

-   ***Evaluation:*** Education investments document their intended
    outcomes and use metrics to demonstrate progress toward and
    achievement of these outcomes and annual performance goals.
    Evaluation methodology is based on reputable models and techniques
    appropriate to the content and scale of the targeted activity,
    product, or program.

-   ***Continuity:*** Projects and activities draw from audiences that
    have already demonstrated interest in NASA and connect participants
    to the next level of engagement. A blend of projects and activities
    encourage continued student affiliation with NASA throughout their
    academic career.

-   ***Partnerships/Sustainability:*** Education investments leverage
    and achieve sustainability through their intrinsic design and the
    involvement of appropriate local, regional, and/or national partners
    in their design, development, or dissemination. As appropriate, key
    aspects of projects and activities are replicable and demonstrate
    potential for continuation beyond the period of direct NASA funding.

Finally, the TFS project will be subject to review and assessment per
NASA Education guidance articulated under the Strategic Framework and as
further communicated based on the results of the Education Coordinating
Committee working group on evaluation. The process is illustrated in the
following graphic (Figure 6).

![](media/image3.wmf){width="5.998611111111111in"
height="3.154166666666667in"}

*Figure 6 -- Monitoring and Evaluation*

**3.11 Configuration Management Plan**

The TFS project management team will record and report the status of
project elements as documented in Sections 3.10 -- Reviews, 3.1 --
Communications Plan, and 3.2 - Control Plan. The information will be
archived as documented in 3.14 - Knowledge Capture.

**3.12 Education and Public Outreach Plan**

This project falls under the umbrella of NASA Education and therefore
the complete nature of the project and its scope are education and fall
under the guidelines and requirements thereof.

**3.13 Termination Review Criteria**

TFS funding shall be evaluated mid-year (prior to start of third quarter
of the fiscal year) relative to the demonstrated performance of the
project team and to the educational value of the project. Projects not
meeting their deliverables, schedule or other commitments, or whose
technology has or is clearly becoming obsolete, or has insufficient
alignment with NASA education goals and objectives may have their
funding reduced or eliminated.

.

**3.14 Knowledge Capture**

Evaluating the effectiveness of NASA Education's portfolio requires
on-line, near-real-time access to planning, budgeting, analytical and
programmatic information to enable rapid decision-making, corrective
actions, and the ability to respond in a timely manner to Agency and
external stakeholder requests. The decision-making environment requires
that project managers:

> • Use one common database and format.
>
> • Assess using same database.
>
> • Trace budget and actual costs through the Agency Education Outcomes
> with linkage to the NASA Strategic Plan.
>
> • Demonstrate link between budget and both operational and strategic
> planning.
>
> • Utilize the Agency's Core Financial systems

TFS will centrally aggregate, carefully analyze, and make readily
accessible relevant information in order to provide responses to
requests from a variety of organizations for information concerning NASA
education. This information will be used to measure the accomplishment
of outcomes for NASA management, OMB, Congress, and other stakeholders.
The database utilized to centrally aggregate the information will be
maintained by the Office of Education and should be readily available to
the entire Agency, including mission directorates and centers for
decision-making.

The TFS project manager will be held accountable for the continuous
input to the Education database, NEEIS, for capturing annual data and
metrics to support Agency-wide roll up and reporting. The TFS project
manager is expected to periodically review input to assess progress of
activities and to make necessary adjustments to project implementation
and to meet necessary reporting/reviews.

For TFS flight projects that will gather and manage data, these will
align with all of the requirements as specified in NPR 7120.5D, and will
address the data being captured and its availability.

**3.15 Waivers/Deviations Log**

The Elementary and Secondary Education Program plan lists requirements
for waivers or deviations.

**3.16 Change Log**

  ----------------------- ----------------------- -----------------------
  **Date**                **Author**              **Amendment Details**

                                                  

                                                  

                                                  
  ----------------------- ----------------------- -----------------------

**4.0 Appendix A**

**NASA Office of Education**

**Outcomes, Annual Goals, and Measures**

**FY 06 and FY07**

**[FY06 and FY07 Updated APGs and PART Measures]{.underline}**

+----------------------------------+-----------------------------------+
| **[FY 06]{.underline}**          | **[FY 07]{.underline}**           |
+==================================+===================================+
| **[Outcome Two]{.underline}:     | **[Outcome Two]{.underline}:      |
| Attract and retain students in   | Attract and retain students in    |
| STEM disciplines through a       | STEM disciplines through a        |
| progression of educational       | progression of educational        |
| opportunities for students,      | opportunities for students,       |
| teachers, and faculty.**         | teachers and faculty.**           |
+----------------------------------+-----------------------------------+
| > **DELETE APG 6ED1** *\[Conduct | > **APG 1** Conduct 10 Educator   |
| > 12 Educator Astronaut          | > Astronaut workshops, involving  |
| > workshops, involving           | > approximately 200 educators.    |
| > approximately 240              |                                   |
| > educators.\]*                  |                                   |
+----------------------------------+-----------------------------------+
| > **DELETE APG 6ED8** *\[Select  | > **APG 2** Select and support 50 |
| > and support 50 additional      | > additional schools to           |
| > schools to participate in the  | > participate in the NASA         |
| > NASA Explorer Schools program, | > Explorer Schools program,       |
| > maintaining the total number   | > increasing the total number to  |
| > at 150.\]*                     | > 150.                            |
+----------------------------------+-----------------------------------+
| > **DELETE APG 6ED2** *\[Select  | > **APG 3** Select 100 student    |
| > approximately 150 student      | > experiments, involving 1,000    |
| > experiments, involving         | > students, to participate in the |
| > approximately 1,500 students,  | > Flight Projects program.        |
| > to participate in the Flight   |                                   |
| > Projects program.\]*           |                                   |
+----------------------------------+-----------------------------------+
| > **APG 6ED11** Collect,         | > **APG 11** Collect, analyze,    |
| > analyze, and report the        | > and report the percentage of    |
| > percentage of grantees that    | > grantees that annually report   |
| > annually report on their       | > on their accomplishments.       |
| > accomplishments.               |                                   |
+----------------------------------+-----------------------------------+
| > **APG 6ED12** Peer review and  | > **APG 12** Peer review and      |
| > competitively award at least   | > competitively award at least    |
| > 80%, by budget, of research    | > 85%, by budget, of research     |
| > projects.                      | > projects.                       |
+----------------------------------+-----------------------------------+
|                                  | > **APG 4** Complete a            |
|                                  | > retrospective longitudinal      |
|                                  | > study of student participants   |
|                                  | > to determine the degree to      |
|                                  | > which participants maintain     |
|                                  | > affiliation with NASA through   |
|                                  | > the pipeline.                   |
+----------------------------------+-----------------------------------+
| > **PART Measure 1.** Percentage | > **PART Measure 1.** Percentage  |
| > increase in number of          | > increase in number of           |
| > elementary and secondary       | > elementary and secondary        |
| > student participants in NASA   | > student participants in NASA    |
| > instructional and enrichment   | > instructional and enrichment    |
| > activities.                    | > activities.                     |
+----------------------------------+-----------------------------------+
| > **PART Measure 2.** Percentage | > **PART Measure 2.** Percentage  |
| > increase in number of          | > increase in number of           |
| > elementary and secondary       | > elementary and secondary        |
| > educators utilizing NASA       | > educators utilizing NASA        |
| > content-based STEM materials   | > content-based STEM materials    |
| > and programs in the classroom. | > and programs in the classroom.  |
+----------------------------------+-----------------------------------+
| > **PART Measure 3.** Level of   | > **PART Measure 3.** Level of    |
| > student learning about science | > student learning about science  |
| > and technology resulting from  | > and technology resulting from   |
| > elementary and secondary NASA  | > elementary and secondary NASA   |
| > education programs.            | > education programs.             |
+----------------------------------+-----------------------------------+
| > **PART Measure 4.** Level of   | > **PART Measure 4.** Level of    |
| > student interest in science    | > student interest in science and |
| > and technology careers         | > technology careers resulting    |
| > resulting from elementary and  | > from elementary and secondary   |
| > secondary NASA education       | > NASA education programs.        |
| > programs.                      |                                   |
+----------------------------------+-----------------------------------+
| > **PART Measure 10.** Number of | > **PART Measure 10.** Number of  |
| > people reached via e-education | > people reached via e-education  |
| > technologies per dollar        | > technologies per dollar         |
| > invested.                      | > invested.                       |
+----------------------------------+-----------------------------------+
| > **PART Measure 12.**           | > **PART Measure 12.** Percentage |
| > Percentage of programs that    | > of programs that have developed |
| > have developed and annually    | > and annually measure their      |
| > measure their effectiveness    | > effectiveness using performance |
| > using performance metrics      | > metrics relating to NASA\'s     |
| > relating to NASA\'s mission    | > mission and education goals.    |
| > and education goals.           |                                   |
+----------------------------------+-----------------------------------+
| > **PART Measure 13.**           | > **PART Measure 13.** Percentage |
| > Percentage of grants awarded   | > of grants awarded on a          |
| > on a competitive basis.        | > competitive basis.              |
+----------------------------------+-----------------------------------+
| > **PART Measure 14.**           | > **PART Measure 14.** Percentage |
| > Percentage of grantees that    | > of grantees that annually       |
| > annually report on their       | > report on their                 |
| > accomplishments.               | > accomplishments.                |
+----------------------------------+-----------------------------------+

**4.1 APPENDIX B -- Education Flight Platforms**

The following list of flight platforms and student flight activities is
found in the *Education Flight Projects Office Portfolio Management
Report, December 2004*. Additional information on each platform and
activity is contained in that report. Some of the listed activities have
been completed and others are no longer active. Implementation of other
activities has not yet begun.

***NASA Flight Platforms***

**International Space Station (ISS)**

<http://spaceflight.nasa.gov/sation/index.html>

**Space Shuttle**

<http://spaceflight.nasa.gov/shuttle/index.html>

**Expendable Launch Vehicles (ELV) and Exploration Systems**

<https://pollux.hq.nasa.gov/elv/>

<http://exploration.nasa.gov/>

**Scientific Aircraft**

<http://www.wff.nasa.gov/~apb/>

**Scientific Balloons**

<http://www.wff.nasa.gov/balloons/>

**Sounding Rockets**

[http://www.nsroc.com/front/program/prframe.html]{.underline}

**Small-Scale Rocketry**

**Student Launch Initiative**

***Education Flight Projects Office Portfolio***

**International Space Station (ISS)**

> **ARISS/SpaceCam**
>
> <http://msnbc.msn.com/id/3077940/>
>
> **Earth Knowledge Acquired by Middle School Students (ISS EarthKAM)**
>
> <http://www.earthkam.ucsd.edu/>
>
> **Education Payload Operations (EPO)**
>
> **Node 2 Naming Competition**
>
> **NASA Spaceflight Education Opportunities (NSEO)**
>
> **Student Experiment Modules-Satchel (SEM-Satchel)**
>
> <http://sspp.gsfc.nasa.gov/satchel/index.html>

**Expendable Launch Vehicles (ELV) and Exploration Systems**

> **Small Payload Launch Initiative (SPLI)** *The Education Flight
> Project Office recommends the following education payloads for
> consideration under the Small Payloads Launch Initiative:*
>
> STARSHINE-4/5
>
> <http://www.azinet.com/starshine/>
>
> Citizen Explorer (CX-I)
>
> <http://citizen-explorer.colorado.edu/>
>
> National Space Grant Cubesatellite Complement
>
> <http://ssp.arizona.edu/sgsatellites/mission.shtml>
>
> University Nanosatellite Candidate
>
> <http://www.universitynanosat.org/>
>
> Get Away Special Program
>
> <http://sspp.gsfc.nasa.gov/gas/gas.html>
>
> Student Experiment Modules (SEM)
>
> <http://sspp.gsfc.nasa.gov/sem/about.html>

### Scientific Balloons {#scientific-balloons .unnumbered}

**Student Experiment Modules -- Balloons (SEM-B)**

[http://www.wff.nasa.gov/semb/]{.underline}

> **Undergraduate Multi-disciplinary Earth Science Air-Borne Imaging
> Research Project (UMESAIR)**

### Scientific Aircraft {#scientific-aircraft .unnumbered}

###  Student Experiment Modules -- DC-9 (SEM-DC9) *Proposed Future Education Flight Project* {#student-experiment-modules-dc-9-sem-dc9-proposed-future-education-flight-project .unnumbered}

**Student Experiment Modules -- Sounding Rockets (SEM-SR)**

> **Free Suborbital Projects for Autonomous Cooperative Experiments
> (FreeSPACE)**

<http://www.wff.nasa.gov/freespace/>

###  University Rocket Experiments (UREI) *Proposed Future Education Flight Project*  {#university-rocket-experiments-urei-proposed-future-education-flight-project .unnumbered}

# Student Experiment Modules -- Small-Scale Rocketry (SEM-SSR) {#student-experiment-modules-small-scale-rocketry-sem-ssr .unnumbered}

#  Scholastic Rocketry Initiative (SRI) {#scholastic-rocketry-initiative-sri .unnumbered}

.

> **Small-Scale Educational Rocket Initiative (SERI)**
>
> <http://www.wff.nasa.gov/seri/>

### Student Rocket Flight Demonstration Initiative (StuRoc) *Proposed Future Education Flight Project*  {#student-rocket-flight-demonstration-initiative-sturoc-proposed-future-education-flight-project .unnumbered}

**Control Center in the Classroom**

**Space Operations Learning Center**

EFPO/National Space Grant Partnership

[**http://ssp.arizona.edu/sgsatellites/mission.shtml**](http://ssp.arizona.edu/sgsatellites/mission.shtml)

Space Grant Consortium Involvement with Education Flight Projects

> Crawl
>
> Alabama UAH BalloonSat, Auburn High Altitude Balloon program
>
> Colorado BalloonSat
>
> Georgia GSGC High Altitude Balloon Student Experiments
>
> Iowa [HABET](http://cosmos.ssol.iastate.edu/HABET/Home.html)
>
> Louisiana [ACES: Aerospace Catalyst Experiences for
> Students](http://laspace.lsu.edu/aces)
>
> Michigan Balloons are Cool
>
> Montana [BOREALIS](http://www.physics.montana.edu/borealis/index.html)
>
> Nevada [Teleoperation of CanSat
> Experiments](http://www.mines.unr.edu/met-eng/Telescience),
> High-altitude Ballooning
>
> Oregon [MarsReach](http://marsreach.oit.edu/)
>
> South Dakota
> [SWAMI](http://www.ias.sdsmt.edu/rsel/Research\Research.htm)
>
> Washington Access to Space
>
> Wisconsin [High-altitude Balloon Program](http://www.uwgb.edu/wsgc),
> [Rockets for Schools](http://www.rockets4schools.org/)
>
> Wyoming [High Altitude Balloon
> Program](http://wyomingspacegrant.uwyo.edu/satellite.htm)
>
> Walk
>
> Alabama [Auburn University Student Satellite
> Program](http://space.auburn.edu/)
>
> Arizona [University of Arizona Student Satellite
> Program](http://ssp.arizona.edu/)
>
> Colorado [DemoSat](http://www-sgc.colorado.edu/demosat)
>
> Cornell University [ICE CUBE](http://www.mae.cornell.edu/cubesat)
>
> Dartmouth College [DartSat](http://thayer.dartmouth.edu/~dartsat/)
>
> Hawaii [Mea Huaka\'i](http://www-ee.eng.hawaii.edu/~cubesat)
>
> Iowa [CySat](http://cosmos.ssol.iastate.edu/cysat)
>
> Kansas KUTESat
>
> Montana [MEROPE](http://www.ssel.montana.edu/merope/)
>
> Pennsylvania [SPIRIT II](http://spirit.ee.psu.edu/)
>
> Run
>
> Arizona [Arizona State University Student Satellite
> Program](http://nasa.asu.edu/asusat)
>
> Colorado [Citizen Explorer
> Satellite](http://citizen-explorer.colorado.edu/), [Three Corner
> Satellite](http://threecs.colorado.edu/)
>
> Cornell University
> [Dawgstar](http://www.mae.cornell.edu/campbell/dawgstar/dawgstar.htm)
>
> Pennsylvania [Penn State University LionSat
> Program](http://www.psu.edu/dept/aerospace/lionsat)
>
> Stanford University
> [SAPPHIRE](http://ssdl.stanford.edu/aa\projects\squirt1\index.html),
> [OPAL](http://ssdl.stanford.edu/aa\projects\squirt2\index.html),
> [EMERALD](http://ssdl.stanford.edu/Emerald/)
>
> Virginia [MicroMAPS](http://www.odu.edu/ao/micromapsproject/)
>
> Washington [Translife Mars Gravity
> Biosatellite](http://www.aa.washington.edu/research/student_projects/translife)
>
> Fly
>
> Arizona [MIMIC](http://nasa.asu.edu/index.php?pageid=27)

***NASA Mission Directorates/Field Centers Education Flight Projects
Portfolio***

**International Space Station (ISS)**

**Agricultural Camera (AgCam)**

**Expendable Launch Vehicles (ELV) and Exploration Systems**

> **Athena Student Interns Program (ASIP)**

**Mars Student Imaging Project (MSIP)**

> **Magnetic Field Investigation of Mars by Interacting Consortia
> (MIMIC)**
>
> <http://nasa.asu.edu/index.php?pageid=27>
>
> **Student Dust Counter**

***Scientific Aircraft***

**Aerosonde Uninhabited Aerial Vehicle (UAV)**

> **JASON XIV**
>
> **Reduced Gravity Flight Opportunities**
>
> Reduced Gravity Student Flight Opportunities Program (RGSFOP)

Museum Reduced Gravity Flight Opportunities Program

> **Stratospheric Observatory for Infrared Astronomy (SOFIA)**

***Small-Scale Rocketry***

**Student Launch Initiative (SLI)**

***Students for the Exploration and Development of Space (SEDS)***

**Appendix C -- Academic Competitiveness Council (ACC)**

**Overview of the ACC**

Department of Education Secretary leads an interagency effort to improve
the effectiveness of Federal math and science investments. Consistent
with this effort, the 2006 Deficit Reduction Act created the "Academic
Competitiveness Council" (ACC). The Secretary of Education has the lead
to:

-   Identify all Federal programs with a mathematics or science focus;

-   Identify the target populations being served;

-   Determine the effectiveness of the programs;

-   Identify overlap or duplication; and

-   Recommend ways to integrate and coordinate the programs.

**Workplan**

The ACC is implementing a plan to achieve the goals of the act:

1.  Developing an inventory of Federal education program. The ACC has
    produced a comprehensive inventory that combines the best thinking
    of the agencies and provides more program details such as the extent
    to which it has been evaluated.

2.  Grouping programs into categories based on their purpose and goal.

    a.  K-12 programs to improve student achievement;

    b.  Postsecondary fellowships to train future scientists; and

    c.  Informal education and outreach to enhance awareness of science.

3.  Developing common, outcome-based performance goals and measures for
    each program category. For example, our K-12 investments should be
    measured by whether they boost student achievement.

4.  Determining which programs have data to demonstrate results using
    these measures. For those that don't, we need to adopt new
    evaluation strategies. This will also be an opportunity to share
    best practices between programs.

# [Academic Competitiveness Council: For K-12 Education]{.underline} {#academic-competitiveness-council-for-k-12-education .unnumbered}

Below are the goals targeting K-12 STEM Education. These goals were
defined by members of the ACC K-12 working group. Progress toward each
one of these goals will be assessed with relevant metrics which are
still under development (July 2006). Each agency's programs will be
targeted toward the realization of at least one of these goals.

# Elementary and Secondary Goals and Metrics {#elementary-and-secondary-goals-and-metrics .unnumbered}

**[Goals target following three areas:]{.underline}**

-   **Student Learning:** a) Quantity -- preparing all students with the
    STEM skills needed to succeed in the global economy, whether in
    post-secondary education or the workforce and graduating students
    with the capability and motivation to become STEM professionals,
    educators, and leaders

-   **Teacher Quality:** Recruiting and retaining teachers with majors
    or minors in STEM fields and increasing the content knowledge of
    current K-12 STEM educators

-   **Engagement:** Increasing student engagement in STEM and their
    perception of its value to their lives

**[Metrics:]{.underline}** The general philosophy behind the following
schema is that there need to be both "high level" metrics that serve as
a national barometer of the status of math and science education as well
as metrics that serve to assess the effects of individual programs or
projects.

-   **National metrics**. The national metrics would provide information
    on the health of the nation with respect to mathematics and science
    education and would (arguably) provide information on whether the
    total national STEM education effort was paying off. The national
    metrics should be comparable nation-wide and comparable across time.
    A decided plus would be to select metrics that are readily available
    (i.e., already being collected as part of an on-going data
    collection program). These metrics would not show causality---i.e.,
    there would be no way to prove that changes in them were the result
    of the Federal investment---but they would provide essential data on
    the state of math and science education.

We have identified metrics for which data are currently available, as
well as additional metrics---such as measures of teacher effectiveness
and of student interest in math and science---for which we have not yet
identified sources or for which agencies should identify strategies for
collecting nationally.

-   **Program metrics**. The program metrics would provide information
    on the merits of individual projects and programs. Preferred metrics
    would provide information on whether programs and projects were
    improving outcomes, particularly student achievement, for target
    participants. However, given the diverse nature of Federal
    elementary and secondary programs, program metrics could include
    other, intermediate, outcomes such as whether research is enhancing
    knowledge about aspects of teaching and learning. **Programs and
    projects would be encouraged to use experimental or
    quasi-experimental designs to assess program effects.**

In a sense, these metrics are equivalent to the long-term and annual
measures used under PART. Program progress on the program metrics would
presumably be reflected in progress on the "national" metrics, although,
of course, it would not be possible to directly link the two.