Raji spent the summer competing against nine other finalists and ultimately secured the win during final Challenge events at 3M global headquarters in St. Paul, Minnesota, on Oct. 12 and 13, 2026. The 2026 finalists, ages 11 to 14, each identified an everyday problem, developed an innovative solution, and pitched their project through a one- to two-minute entry video. Their proposals aligned to 3M technology platforms including climate tech and safety, and finalists were evaluated on their creativity, scientific knowledge, communication effectiveness, ingenuity, application of STEM principles, and demonstration of research.

Raji’s project, Engineering a Novel Durable Algae-Aragonite Alkalinity System to Reduce CO2-Driven Ocean Acidification, tests whether macroalgae cultivation paired with natural calcium carbonate buffers could create a durable, low-cost system for reducing coastal acidification, a growing threat to marine ecosystems. The solution reflects the 3M Young Scientist Challenge’s focus on encouraging middle school students to think creatively, apply the power of STEM, and develop real-world solutions that can make a meaningful impact. Through carbonate chemistry analysis, Raji demonstrated the efficacy of aragonite in increasing algae biomass, removing carbon dioxide, and substantially lowering dissolved carbon dioxide. She also developed a Michaelis-Menten computational model to identify an optimal aragonite dose, a step toward making climate solutions more practical for coastal communities.  

“The 3M Young Scientist Challenge highlights the incredible potential of young people to tackle real-world challenges through science,” said William Brown, 3M Chairman and CEO. “The talent and creativity displayed by this year’s finalists was exceptional, and we congratulate Raji on earning the title of America’s Top Young Scientist.”

Each 3M Young Scientist Challenge finalist is paired with a 3M scientist who mentors and works with them one-on-one over the summer to transform their ideas from concept to prototype. This year’s winner was paired with Deborah Isabelle, a product engineering specialist at 3M.

“Raji’s project reminds us that when you’re passionate about something, you can use that interest to change the world,” said Isabelle. “She loves collecting seashells and was distressed that ocean acidification is starting to damage the seashells and the creatures that live inside them. It was that passion that led her to create ALKACORE to address the ocean acidification issue.”

The second and third place winners from the 2026 3M Young Scientist Challenge also receive special recognition, including a $1,000 prize. This year’s runners-up are:

• Aaisha Asif, a 7th grader from Sarasota, Fla., Pine View, Sarasota County Schools
• Sharvi Mahajan, a 9th grader from San Diego, Calif., Westview High School, Poway Unified School District

The remaining top finalists from the 2026 3M Young Scientist Challenge, in alphabetical order by last name, are:

• Ahmed Abdelsalam, a 7^th grader from Cambridge, Mass., Darby Vassall Upper School, Cambridge Public Schools
• Aiden Jo, a 9^th grader from Houston, Texas, Strake Jesuit College Preparatory, Houston Independent School District
• Roy Kim, an 8^th grader from Beaverton, Ore., Whitford Middle School, Beaverton School District
• Arika Kundu, an 8^th grader from Shorewood, Minn., Minnetonka Middle School East, Minnetonka Public Schools
• Millie Pradawong, a 9^th grader from Fairfax, Va., James Madison High School, Fairfax County
• Naboshree Santra, a 7^th grader from Oviedo, Fla., Jackson Heights Middle School, Seminole County Public Schools
• Abigail Stein, an 8^th grader from Nashville, Tenn., Harding Academy, Nashville Independent Schools

“When students have the support to follow their curiosity, their ideas can grow into real-world innovation,” said Brian Shaw, Chief Executive Officer of Ģ����ý. “For 19 years, our partnership with 3M has paired students with working scientists who coach them from ideation to working prototype. We applaud Raji and every Young Scientist for the dedication and imagination they bring to this challenge, and we’re grateful to 3M for helping us make hands-on scientific inquiry a thrill to watch.”

Now in its 19th year, the 3M Young Scientist Challenge continues to inspire and challenge middle school students to think creatively and apply the power of STEM to develop real-world solutions. Former America’s Top Young Scientists have given TED Talks, filed patents, founded nonprofits, and made the Forbes 30 Under 30 list. In addition, a 3M Young Scientist Challenge Alumni Network was formed in fall 2022 and includes more than 100 former challenge winners, finalists, and mentors, who take part in networking opportunities and more.

The award-winning competition supplements the 3M and Ģ����ý program , which provides no-cost dynamic digital resources for students, teachers, and families to explore, transform, and innovate the world around them. All the resources are also available on Ģ����ý Experience, the essential companion for engaged PreK-12 classrooms.

To learn more about the 3M Young Scientist Challenge and meet this year’s winners and finalists, visit .

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About 3M

3M (NYSE: MMM) is focused on transforming industries around the world by applying science and creating innovative, customer-focused solutions. Our multi-disciplinary team is working to solve tough customer problems by leveraging diverse technology platforms, differentiated capabilities, global footprint, and operational excellence. Discover how 3M is shaping the future at . 

About Ģ����ý

Ģ����ý is a global education technology leader whose innovative solutions empower educators and progress student learning. Ģ����ý’s solutions have served more than 100 million students globally, supporting effective teaching and learning in 45% of U.S. K-12 schools and in 100+ countries and territories. The company’s portfolio includes award-winning core and supplemental curriculum, high-quality standards-aligned content, and AI-enabled teaching and learning tools. Ģ����ý span math, science, literacy, social studies, and career-connected learning, including instructionally-aligned content developed through one-of-a-kind partnerships with industry leaders to bring real-world relevance into every lesson. Learn more at www.DiscoveryEducation.com.

Contacts

3M
3Mnews@mmm.com

Ali Koper
Ģ����ý
akoper@discoveryed.com

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Charlotte, NC (Tuesday, September 15, 2026) — Ģ����ý today released Education Insights 2026-2027: Learning with Purpose, a national research report conducted with Hanover Research. Drawing on insights from more than 1,000 K–12 leaders, educators, and students across the U.S., the report shows a clear gap between career-readiness goals and classroom reality: students often form career interests well before high school, but experience career-connected learning later, and less often, than educators believe they do. 

Across every role and grade band surveyed, both teachers and administrators (99%) and students (91%) agreed that schools have an important part to play in preparing students for their futures. That consensus, however, does not translate into a consistent classroom experience. Administrators report weekly career learning at nearly four times the rate students do (71% versus 19%), and they are also more likely than teachers to say schools effectively prepare students for future careers (92% versus 68%). Just 10% of middle school students report learning about careers in class every week, the lowest share of any grade band. 

States, employers, and educators increasingly agree on the need to prepare students for life beyond graduation. Already, 43 states have added at least one career-focused indicator in their accountability systems. In the workplace, 84% of hiring managers say most high school students are not prepared to enter the workforce, according to the U.S. Chamber of Commerce. Yet teachers say they need more support to make career connections a consistent part of everyday instruction, with 95% reporting a need for additional resources.  The gap between ambition and reality means that most students aren’t offered structured career learning until after interests have formed. 

“When career-connected learning meets students’ curiosity as early as kindergarten, we see the kind of deep engagement that fuels academic rigor and prepares students for what comes after graduation,” said Amy Nakamoto, Chief Commercial Officer at Ģ����ý. “This research confirms that career readiness can’t be confined to a single program or grade band. It must be a design principle built into standards-aligned instruction across every grade, so students can grow from early exploration to confidence in their skills and choices.” 

Educators Want More Classroom-Ready Support 

More than nine in 10 educators say career readiness is as important to measure as academic achievement, yet only 37% say career readiness is embedded in instruction and 77% say bringing it into core learning is difficult in practice. With 93% of teachers also calling for more frequent career exploration at school, the report points to a clear need for practical support educators can use within everyday instruction. 

Career Interests Start Before High School 

The data shows career curiosity starts early and often outpaces the support schools provide. Among students surveyed, 78% say they discovered a career that genuinely interested them before reaching high school, including 54% who trace that interest back to elementary school. And 81% of students say career exploration should begin before high school altogether. 

Middle School Is a Critical Gap 

Middle school is a high-pressure, low-support moment: nearly 90% of middle school teachers believe students learn about careers too late, more than half of middle school students say they do not know much about options beyond college, and 58% feel pressure to pursue college even when another path might fit them better. 

Career Connections Work Best Inside Daily Instruction 

The report points to a clear path forward. Isolated career events register as the least influential factor in shaping student career interest: just 6% of students named field trips as a top influence on their career aspirations. By contrast, skill-building was named one of the most effective career-readiness effort by students (70%), teachers (84%), and administrators (92%), suggesting that career readiness resonates most when it is built into what students are already learning and doing in class, rather than treated as a separate initiative. 

Hands-On Learning and Future-Ready Skills Matter Most 

Teachers rank real-world, hands-on learning opportunities as the top resource that would improve career instruction, 10 percentage points above any other option. Those experiences can help students build not only career awareness, but also the durable skills needed for success in a changing workforce. As AI transforms how people work, 93% of educators and 82% of students say knowing how to work with AI tools will matter for future careers, while students continue to prioritize communication, problem-solving, adaptability, and creativity. 

The report’s findings were reinforced by educators who participated in the research, many of whom described the importance of introducing career exploration earlier and making future connections more visible in everyday learning. 

“Connecting learning to future careers gives students a reason to stay engaged and see the value in what they’re learning,” said Tavauna Owens, a fifth-grade math and science teacher in Broward County Public Schools, Florida. “Introducing career awareness early helps build confidence, spark curiosity, and show students that the skills they develop today can lead to exciting opportunities in the future.” 

Education Insights 2026-2027: Learning with Purpose builds on a point of view Ģ����ý has been developing across its work with schools nationwide: that career-connected learning works best as a design principle woven into daily, standards-aligned instruction from kindergarten forward, not a separate program bolted onto the school year. Ģ����ý such as Ģ����ý Experience and Career Connect bring that thinking into the classroom, embedding real-world relevance, standards-aligned career exploration, and future-ready skill-building directly into daily instruction. 

The full report, including detailed findings by grade band and educator role, is available at .��

Methodology 

The survey was conducted by Hanover Research on behalf of Ģ����ý in May 2026 and included 1,009 K-12 superintendents, principals, curriculum directors, teachers, and students across the United States. Hanover Research also conducted live interviews with stakeholder groups to add depth to the survey findings. 

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About Ģ����ý 

Ģ����ý is a global education technology leader whose innovative solutions empower educators and progress student learning. Ģ����ý’s solutions have served more than 100 million students globally, supporting effective teaching and learning in 45% of U.S. K-12 schools and in 100+ countries and territories. The company’s portfolio includes award-winning core and supplemental curriculum, high-quality standards-aligned content, and AI-enabled teaching and learning tools. Ģ����ý span math, science, literacy, social studies, and career-connected learning, including instructionally aligned content developed through one-of-a-kind partnerships with industry leaders to bring real-world relevance into every lesson. Learn more at www.discoveryeducation.com.��

About Hanover Research��

Founded in 2003, Hanover Research is a global research and analytics firm. Hanover was named a Top 50 Market Research Firm by the American Marketing Association. Learn more at www.hanoverresearch.com. 

Media Contact 

Ali Koper��
Ģ����ý��
akoper@discoveryed.com��

The post Ģ����ý and Hanover Research Study Finds Strong Support for K-12 Career Readiness, Yet Classroom Experiences Remain Inconsistent���� appeared first on Ģ����ý.

Charlotte, NC (August 31, 2026) — Ģ����ý today announced a new teacher-facing AI-powered chat interface using Gemini models in the Ģ����ý Google Classroom add-on. Built for educators, the enhancement delivers trusted, district-licensed Ģ����ý teaching and learning resources right within Classroom. With a single plain-language prompt, teachers can describe what they need for lesson planning, instruction, and differentiation, and instantly retrieve high-quality, standards-aligned Ģ����ý resources directly within their natural workflows. The new feature will be available to select K-12 districts through an Early Feedback Program this fall.

Trusted Content Where Teachers Already Work

Teachers who use AI save an average of 5.9 hours per week according to research by Gallup and Walton Family Foundation. While AI provides a powerful starting point for instruction and lesson planning, educators also need the certainty of resources with a strong pedagogical foundation and strict standards-alignment. These enhancements to the Ģ����ý Google Classroom add-on close that gap by pairing the speed of AI with the instructional quality, trusted content, and educator-centered resources needed to give educators confidence in AI workflows.

“Teachers shouldn’t have to choose between the support and speed that AI offers and the quality their students deserve,” said Brian Shaw, Chief Executive Officer at Ģ����ý. “The new AI interface within the Ģ����ý add-on addresses that need by bringing trusted content into teachers’ natural workflow, all grounded in more than 20 years of teaching and learning excellence.”

Built with Educators

Ģ����ý’s approach to designing and delivering the integration reflects an important principle embedded in the Ģ����ý Connected Ecosystem: capabilities designed for classrooms should be built with the educators who work in them. The Early Feedback Program will solicit feedback to reflect how teachers actually plan and differentiate, ensuring the integration earns its place in the daily flow of education before it reaches every classroom. Participating districts include Elko County School District in Elko, Nevada.

“At Elko County School District, we are committed to preparing students for the future through teaching and learning excellence,” said Sarah Jolley, Technology Coordinator & Digital Coach at Elko County School District. “We are excited to partner with Ģ����ý to help shape how trusted, standards-aligned resources are leveraged in Google Classroom and support AI-enabled instruction. By bringing high-quality content into the tools teachers already use, we hope to reduce complexity, personalize learning, and empower educators to spend more time creating meaningful experiences for students.”

Blending Pedagogy with Technology, Directly in the AI Conversation

With the new AI features within the Ģ����ý Google Classroom add-on, a teacher planning a lesson can describe needs such as topic and grade level to receive vetted Ģ����ý resources from their district’s license. With the conversational interface, educators can continue the chat to fit results to their curricular scope and sequence and instructional block, refining by reading level, specific standards, or available time. Teachers can also request differentiated plans and ready-to-use resources to meet students where they are. The Ģ����ý resources that will be available through this interface include:

• Experience (K-12): Award-winning instructional resource with rigorous cross-curricular content, engaging and standards-aligned lessons, practical professional learning supports and teaching tools. Customizable to align with classroom needs including curriculum and grade level.
• Social Studies Essentials (K-5): Flexible, ready-to-teach lessons that combine inquiry-based learning with immersive multimedia and hands-on activities, making social studies engaging and relevant. Built on the C3 Framework and designed for ease of use.
• Science Techbook (K-12): Science curriculum that delivers phenomena-driven science instruction to deepen learning through hands-on activities and real-world inquiry. Strengthens foundational literacy and math skills and saves teachers time with ready-to-teach, editable digital lessons and print.
• Social Studies Techbook (6-8): A comprehensive, standards-aligned curriculum designed to enhance literacy and critical thinking skills through an inquiry-based approach. Units incorporate real-world examples and multimedia instructional content to facilitate learning.

The Ģ����ý add-on in Google Classroom helps districts maximize their investment in high-quality instructional materials from Ģ����ý, ensuring licensed resources reach teachers at the moment of planning. Teachers can trust that AI-sourced results respect existing content governance settings at the district level. Additionally, Ģ����ý upholds a commitment to innovation built with security, compliance, and content guardrails in mind. Ģ����ý is SOC 2 and ISO 27001 certified and adheres to COPPA, FERPA, and applicable state-level privacy laws so districts can deploy with confidence.

To learn more about Ģ����ý’s AI-enhanced teaching and learning solutions, visit /solutions/ai-learning/.

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About Ģ����ý

Ģ����ý is a global education technology leader whose innovative solutions empower educators and progress student learning. Ģ����ý’s solutions have served more than 100 million students globally, supporting effective teaching and learning in 45% of U.S. K-12 schools and in 100+ countries and territories. The company’s portfolio includes award-winning core and supplemental curriculum, high-quality standards-aligned content, and AI-enabled teaching and learning tools. Ģ����ý span math, science, literacy, social studies, and career-connected learning, including instructionally aligned content developed through one-of-a-kind partnerships with industry leaders to bring real-world relevance into every lesson. Learn more at .

Contact

Ali Koper
akoper@discoveryed.com
Ģ����ý

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CHARLOTTE, N.C., August 26, 2026 – Ģ����ý today announced that Mystery Writing, its supplemental writing solution for kindergarten through grade 5, is now available to educators nationwide. Mystery Writing joins Mystery Science, the most widely used K-5 science curriculum in the United States, in reaching the full elementary grade span within Ģ����ý’s family of open-and-go, evidence-backed instructional solutions.

Writing instruction has historically received less classroom time and professional learning investment than reading, even though research shows the two skills are deeply interrelated. That is beginning to shift: several states have recently increased funding for evidence-based writing instruction, with 39 states mentioning writing within “science of reading” laws. Mystery Writing gives educators a classroom-ready way to act on that shift now.

“Writing skills are foundational for student success in literacy, yet too often the conversation focuses on reading alone,” said Brian Shaw, CEO of Ģ����ý. “As schools work to strengthen literacy outcomes based on learning science, teachers need support to bring high-quality writing instruction into their daily practice alongside reading curricula. Mystery Writing meets that need by combining rigorous, scaffolded instruction with the curiosity and engagement that Ģ����ý’s Mystery solutions are known for.”

A Developmental Approach, Grounded in Research

Mystery Writing is built on research showing that writing instruction is most effective when students write frequently, receive explicit and scaffolded instruction, and get timely feedback within a supportive writing community. Every lesson follows the same instructional sequence: an engaging, real-world hook; explicit instruction; scaffolded practice; discussion; independent writing application; and reflection, moving students from guided support toward independent writing.

• Kindergarten and grade 1 (new): a developmental sequence that moves from drawing to labeling to sentence-writing, organized into short, single-skill lessons of about 20 minutes. Lessons are designed to complement a classroom’s existing phonics program, applying students’ phonics knowledge to writing. Teachers can move flexibly within a skill group to meet their students’ needs.
• Grades 2 through 5 (established): genre units in narrative, opinion, and informative writing, plus essential skill lessons that build fundamental writing abilities across genres. Lessons include built-in differentiation, structured partner work, and pre- and post-unit assessments so teachers can track student progress.

Mystery Writing lessons are open-and-go, simplifying implementation: teachers can begin teaching with minimal preparation. The program’s explicit, step-by-step instruction and scaffolded tasks build students’ confidence and independence as writers over time, enabling young writers to overcome the common fear of the blank page.

Evidence-Backed Impact

In December 2023, LearnPlatform by Instructure, an independent edtech research organization, completed a logic model review of Mystery Writing that satisfies Level IV evidence requirements (“Demonstrates a Rationale”) under the Every Student Succeeds Act (ESSA). This evidence tier reflects a well-specified logic model informed by prior research, together with active planning for a higher-tier effectiveness study; it also means districts can apply Title funds toward a Mystery Writing purchase. Ģ����ý has since begun planning an ESSA Level III study examining Mystery Writing usage and its relationship to student writing outcomes.

“Mystery Writing covers all three types of writing—informative, persuasive, and narrative—which is exactly what our state standards require,” said Stacey Leary, 4th Grade Teacher in New Hampshire. “I love that the resources in Mystery Writing are right there in the lessons to click on and print. The step-by-step instructions save me time with planning.”

Availability and Trial for Classrooms, Schools, and Districts

Teachers and parents or guardians can sign up for a free, year-long trial of Mystery Writing at . A Getting Started Guide is available to help educators plan how to use Mystery Writing in their classrooms. Mystery Writing is also available for purchase by schools and districts.

About Ģ����ý

Ģ����ý is a global education technology leader whose innovative solutions empower educators and progress student learning. Ģ����ý’s solutions have served more than 100 million students globally, supporting effective teaching and learning in 45% of U.S. K-12 schools and in 100+ countries and territories. The company’s portfolio includes award-winning core and supplemental curriculum, high-quality standards-aligned content, and AI-enabled teaching and learning tools. Ģ����ý span math, science, literacy, social studies, and career-connected learning, including instructionally-aligned content developed through one-of-a-kind partnerships with industry leaders to bring real-world relevance into every lesson. Learn more at www.DiscoveryEducation.com.

Media Contact

Ali Koper
AKoper@DiscoveryEd.com
503-415-9699

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BLOOMINGTON, MN, and CHARLOTTE, NC (July 28, 2026) — , a global leader in pre-K–12 assessment, reading, and personalized learning solutions, and Ģ����ý, the creators of essential K–12 teaching and learning solutions used in classrooms around the world, today announced a new partnership to streamline science assessment workflows by integrating assessment content from Ģ����ý’s Science Techbook core curriculum directly into the Renaissance DnA and SchoolCity platforms.

As districts work to align instruction, assessment, and accountability goals, many face challenges navigating data spread across multiple systems. By bringing Science Techbook assessment items into and , educators can access assessment questions and resulting data alongside benchmark, interim, district, and classroom assessment results, creating a more connected and actionable view of student performance.

“This partnership represents another important step in our commitment to instructional coherence,” said Todd Brekhus, Chief Product Officer at Renaissance. “Through initiatives like our and the launch of , we’re bringing together curriculum, assessment, and actionable insights to help educators work more effectively. Integrating Ģ����ý assessment items into Renaissance DnA and SchoolCity extends that vision by creating a more connected experience that streamlines workflows, reduces data silos, and empowers districts to align teaching, learning, and assessment around a shared view of student success.”

The integration enables districts to leverage results from Ģ����ý Science Techbook assessment content alongside existing assessment data, supporting more informed instructional conversations and helping teams make better decisions for students.

Supporting a more complete view of student performance

Through this partnership, schools and districts can bring Ģ����ý assessment items into the DnA and SchoolCity platforms they use to manage and analyze assessment data across their organization, helping create a more connected and coherent instructional ecosystem.

Key benefits include:

• A more complete view of student performance by analyzing results from Ģ����ý Science Techbook standards-alignedassessment content alongside district, benchmark, interim, and classroom assessment data.

• Reduced reporting silos through a unified assessment administration and reporting environment that provides one place to review results and inform instructional decisions.

• Stronger alignment between curriculum and district initiatives by connecting classroom assessment data to broader accountability, improvement, and instructional goals.

• More meaningful data conversations by enabling educators, PLCs, and leadership teams to compare performance across assessment opportunities and leverage data within existing reporting workflows.

• Greater efficiency and flexibility through robust assessment creation, administration, scoring, and reporting capabilities already available within Renaissance DnA and SchoolCity.

• Flexible administration options, including online and paper-and-pencil assessment delivery, with results captured in the same reporting environment to support consistent analysis and instructional decision making. DnA and SchoolCity also provide a range of accommodation and accessibility supports designed to help districts meet diverse student needs within familiar assessment workflows.

• Seamless integration into existing district processes, allowing educators to administer Ģ����ý assessment items within familiar workflows and testing environments.

• Enhanced support for instructional coherence by connecting curriculum, assessment, and data-driven decision making to help educators act on insights and improve student outcomes.

“Great instruction happens when high-quality content and meaningful assessment come together to inform what teachers do next,” said Travis Barrs, Chief Strategy and Transformation Officer at Ģ����ý. “By making Science Techbook’s standards-aligned assessment content available directly within Renaissance DnA and SchoolCity, this partnership gives educators a more connected view of student understanding so they can pinpoint gaps, adjust instruction, and differentiate with confidence.”

Together, Renaissance and Ģ����ý are committed to helping educators simplify assessment practices, strengthen instructional alignment, and make better-informed decisions that support student success.

About Renaissance

As a global leader in education technology operating in more than 110 countries, Renaissance is committed to providing educators with insights and resources to accelerate growth and help all students build a strong foundation for success. Through our comprehensive suite of connected solutions, we deliver powerful, aligned tools that support teaching and learning at every stage.

Renaissance Intelligence, our first-of-its-kind Education Intelligence System, unifies assessment, instruction, practice, and curriculum in one AI-powered workflow, turning real-time data into actionable guidance that helps educators personalize teaching and make informed decisions with confidence.

We believe that technology can unlock a more effective learning experience, ensure that students get the personalized teaching they need to thrive, and help educators and administrators to truly, fully, See Every Student. Learn more at .

About Ģ����ý

Ģ����ý is a global education technology leader whose innovative solutions empower educators and progress student learning. Ģ����ý’s solutions have served more than 100 million students globally, supporting effective teaching and learning in 45% of U.S. K–12 schools and in 100+ countries and territories. The company’s portfolio includes award-winning core and supplemental curriculum, high-quality standards-aligned content, and AI-enabled teaching and learning tools. Ģ����ý span math, science, literacy, social studies, and career-connected learning, including instructionally aligned content developed through one-of-a-kind partnerships with industry leaders to bring real-world relevance into every lesson. Learn more at discoveryeducation.com.

Contact for Media Queries Only
Kate Lilja Lohnes
Lilja Communications for Renaissance
(952) 893-7140
kate@lilja.com

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Charlotte, NC (Friday, July 17, 2026) — Ģ����ý today announced that its has been named a 2026 CODiE Award Winner in the category Best Digital Citizenship Solution, presented by the Software & Information Industry Association (SIIA). The recognition follows the Initiative’s selection as one of five Ģ����ý solutions named 2026 CODiE Award finalists earlier this year.

Now in its 40th year, the CODiE Awards are the technology industry’s most established peer-reviewed recognition program, celebrating excellence and innovation in education technology. Selected from 228 finalists across 75 categories, winners are determined through a rigorous evaluation process conducted by independent industry experts who assess each solution for innovation, functionality, market impact, and overall value.

“Students are growing up in a world shaped by rapid innovation, and they need the digital fluency and critical thinking to navigate it safely and confidently,” said Catherine Dunlop, Senior Vice President of Corporate Partnerships at Ģ����ý. “Through the Digital Citizenship Initiative, we partner with leading industry experts to give educators free resources that turn today’s digital challenges into practical classroom learning. This CODiE Award affirms the importance of that work and the commitment of educators preparing students to participate responsibly in our digital world.”

Launched in February 2025, the Digital Citizenship Initiative gives educators and students the tools and knowledge to participate responsibly in today’s digital world. Grounded in Ģ����ý’s research report, , the Initiative translates documented student challenges — including misinformation, cyberbullying, privacy risks, and emerging AI technologies — into structured, classroom-ready learning experiences delivered at no cost to schools.

“The 2026 CODiE Award winners represent some of the most innovative and impactful solutions in the industry,” said Jennifer Baranowski, President of the CODiE Awards. “These organizations are solving meaningful challenges, delivering measurable outcomes, and helping shape the future of technology.”

The CODiE Award win for Best Digital Citizenship Solution marks one of five finalist nominations Ģ����ý received in the 2026 program. Ģ����ý Experience, DreamBox Math, Science Techbook, and Sandbox Immersive Learning were also all honored as finalists. Together, the recognition underscores the breadth of Ģ����ý’s portfolio and its focus on delivering practical, classroom-ready solutions across core instruction, supplemental learning, home education, and immersive experiences.

Announcement At-a-Glance

• Ģ����ý’s Digital Citizenship Initiative won the 2026 CODiE Award for Best Digital Citizenship Solution, one of five Ģ����ý solutions honored as 2026 CODiE Award finalists.
• Developed in partnership with Verizon, Norton, IBM, the Family Online Safety Institute, and #HalfTheStory.
• Launched in February 2025, the free curriculum addresses AI fluency, digital safety, online identity management, and media literacy at no cost to schools. Content includes lessons, educator guides, and an engaging video series, updated quarterly.
• First-year impact: Since its launch in 2025, the Initiative has reached nearly 1,000,000 students, with more than half of participating schools identified as Title I, and educators reporting stronger student engagement and awareness of digital behaviors.

To learn more about the Digital Citizenship Initiative, visit digitalcitizenship.discoveryeducation.com.

A complete list of 2026 CODiE Award winners is available at codieawards.com/winners.

About Ģ����ý

Ģ����ý is a global education technology leader whose innovative solutions empower educators and progress student learning. Ģ����ý’s solutions have served more than 100 million students globally, supporting effective teaching and learning in 45% of U.S. K-12 schools and in 100+ countries and territories. The company’s portfolio includes award-winning core and supplemental curriculum, high-quality standards-aligned content, and AI-enabled teaching and learning tools. Ģ����ý span math, science, literacy, social studies, and career-connected learning, including instructionally aligned content developed through one-of-a-kind partnerships with industry leaders to bring real-world relevance into every lesson. Learn more at www.DiscoveryEducation.com.

About the CODiE Awards

The CODiE Awards are the technology industry’s most established peer-reviewed recognition program. Since 1986, the CODiE Awards have recognized the companies and products transforming the way the world learns, works, and communicates. The awards span five tracks covering startup technology, developer and AI tools, digital transformation platforms, education technology, and industry-specific solutions. For more information, visit .

Media Contact

Ali Koper
Ģ����ý
akoper@discoveryed.com

The post Ģ����ý’s Digital Citizenship Initiative Named 2026 CODiE Award Winner appeared first on Ģ����ý.

Charlotte, NC (Wednesday, July 8, 2026) — Today, Ģ����ý released Social Studies Essentials, a new K–5 supplemental program designed to give teachers ready-to-use lessons and built-in supports that reduce planning time while making rigorous social studies instruction more engaging for students. Social Studies Essentials is now available for implementation in districts across the United States. 

Backed by research and grounded in the C3 Framework, Social Studies Essentials helps students investigate real places, people, and events across history, geography, civics, and economics through compelling primary sources, embedded multimedia, and inquiry-driven activities. Lessons reinforce reading comprehension, vocabulary, discussion, and writing. Editable slides, pacing guidance, scaffolds, and point-of-use teacher supports give educators time back to focus on instruction, not lesson prep. 

“Strong social studies instruction helps young learners understand their communities and see themselves as active participants in the world around them,” said Brian Shaw, CEO of Ģ����ý. “Social Studies Essentials makes it possible to bring that kind of instruction into elementary classrooms every day with engaging, ready-to-teach lessons that give teachers time back. As students head back to school after celebrating the country’s 250th anniversary this summer, we’re giving teachers the tools to turn that curiosity into real questions, thoughtful inquiry, and learning that lasts.” 

Ģ����ý developed Social Studies Essentials based on educator feedback with an explicit goal: to make rigorous, inquiry-based social studies instruction more accessible for teachers and students. Social Studies Essentials supports educators at every experience level with the following features: 

• Ready-to-Use��Lessons��and Teacher Supports: Editable��slideshow lessons, pacing guidance, scaffolds, and point-of-use educator��notes��help teachers��make the most of short��supplemental blocks.��

• Embedded Literacy in Every Social Studies Lesson: Reading comprehension, vocabulary, discussion, and writing strengthen essential literacy skills.��

• Primary Sources and Inquiry-Driven Exploration: Compelling primary and secondary sources, multimedia, and inquiry-based activities inspire students to explore history, civics, geography, and economics��through discussion, writing, and hands-on learning.��

• Differentiation and Assessment:��Integrated scaffolds, checks for understanding, performance tasks, and reflection opportunities help educators��monitor��progress��and��adjust instruction��to��support��success in��grade-level social studies for all learners.��

Educators can download free classroom resources to commemorate the U.S.’s 250^th anniversary, including sample Social Studies Essentials lessons. Social Studies Essentials is available now for the 2026–2027 school year. 

To learn more, visit www.discoveryeducation.com/solutions/social-studies/essentials/.  

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About Ģ����ý 

Ģ����ý is a global education technology leader whose innovative solutions empower educators and progress student learning. Ģ����ý’s solutions have served more than 100 million students globally, supporting effective teaching and learning in 45% of U.S. K–12 schools and in 100+ countries and territories. The company’s portfolio includes award-winning core and supplemental curriculum, high-quality standards-aligned content, and AI-enabled teaching and learning tools. Ģ����ý span math, science, literacy, social studies, and career-connected learning, including instructionally aligned content developed through one-of-a-kind partnerships with industry leaders to bring real-world relevance into every lesson. Learn more at www.discoveryeducation.com. 

Contact 

Ali Koper��
Ģ����ý��
akoper@discoveryed.com��

The post Ģ����ý Launches��Social Studies Essentials, New K–5 Program Bringing Inquiry-Based Learning to Elementary Classrooms�� appeared first on Ģ����ý.

ST. PAUL, Minn. & CHARLOTTE, N.C. (Monday, July 6, 2026) – 3M and Ģ����ý today announced the 10 finalists in the 2026 3M Young Scientist Challenge, the nation’s premier middle school science competition. Now in its 19^th year, the annual challenge invites students in fifth through eighth grade to think creatively and apply the power of STEM to develop real-world solutions.

Each of the 10 finalists receive an exclusive mentorship with a 3M scientist and at the final event in October, they have the chance to win a $25,000 grand prize and the title of “America’s Top Young Scientist.” They will work alongside their 3M scientist mentors throughout the summer to gain hands-on experience that will advance the development of their solution.  

The top 10 2026 3M Young Scientist Challenge finalists are as follows (in alphabetical order by last name):

• Ahmed Abdelsalam, Cambridge, Mass., Darby Vassall Upper School, Cambridge Public Schools
• Aaisha Asif, Sarasota, Fla., Pine View, Sarasota County Schools
• Raji Doshi, Farmington, Conn., Talcott Mountain Academy, Private School
• Aiden Jo, Houston, Texas, The Village School, Houston Independent School District
• Roy Kim, Beaverton, Ore., Whitford Middle School, Beaverton School District
• Arika Kundu, Shorewood, Minn., Minnetonka Middle School East, Minnetonka Public Schools
• Sharvi Mahajan, San Diego, Calif., Bernardo Heights Middle School, Poway Unified School District
• Millie Pradawong, Fairfax, Va., Thoreau Middle School, Fairfax County
• Naboshree Santra, Oviedo, Fla., Jackson Heights Middle School, Seminole County Public Schools
• Abigail Stein, Nashville, Tenn., Harding Academy, Nashville Independent Schools

“The 3M Young Scientist Challenge brings together student curiosity, scientific thinking and 3M mentorship to turn promising ideas into real solutions,” said William Brown, 3M Chairman and CEO. “3M is focused on helping these young innovators strengthen their ideas and apply science in ways that can make a meaningful impact.”

This year’s 10 finalists, aged 11 to 14, each spotted an everyday problem, developed an innovative solution, and pitched their project through a one- to two-minute entry video. Their proposals align to two of 3M’s 49 technology platforms, including Climate Tech and Safety. An esteemed group of judges, including 3M scientists and leaders in education from across the country, evaluated the entries based on creativity, scientific knowledge and communication effectiveness.

“The finalists of this year’s 3M Young Scientist Challenge prove you can be a scientist at any age,” said Brian Shaw, chief executive officer at Ģ����ý. “Each remarkable student pursued their curiosity with persistence, turning an idea into an innovation. We cannot wait to see where their ideas take them.”

Next steps in the competition

Each of the 10 finalists will participate in an exclusive summer mentorship program with a 3M scientist. These mentors will provide guidance and advice to help advance each finalist’s solution. Then, on October 12-13, all 10 finalists will gather at the 3M Innovation Center in St. Paul, Minn., to go head-to-head in the final interactive competition.

At this final event, each finalist will participate in a series of live challenges before presenting their final project and answering questions from a panel of judges. At the close of the competition, one finalist will be named the grand prize winner, receiving $25,000 and the title of America’s Top Young Scientist.

Previous competition winners and alumni achievements

Previous challenge finalists and 3M scientists have created solutions for a wide variety of real-world problems, including cybersecurity, coral reef health, water conservation, food safety, energy consumption, air pollution and transportation efficiency. Former America’s Top Young Scientists have given TED Talks, filed patents and founded nonprofits. In addition, a 3M Young Scientist Challenge Alumni Network was formed in fall 2022 and includes more than 100 former challenge winners, finalists and mentors, who take part in networking opportunities and more. Past honors include:

• Gitanjali Rao became TIME’s first-ever Kid of the Year in 2020
• Liam McCarty was named to the Forbes 30 Under 30 list in 2022
• Heman Bekele was TIME’s 2024 Kid of the Year

Learning resources for all educators and students

The 3M Young Scientist Challenge is complemented by Young Scientist Lab, a free digital resource program from 3M and Ģ����ý that gives every student, regardless of background, access to standards-aligned, hands-on science experiences designed to spark curiosity and build STEM skills. Students, teachers and families of all skill levels can explore, transform and innovate the world around them. Young Scientist Lab resources are also available through Ģ����ý Experience, the essential companion for engaged PreK-12 classrooms.

To learn more about the 3M Young Scientist Challenge and meet the 2026 finalists, visit .

###

About 3M

3M (NYSE: MMM) is focused on transforming industries around the world by applying science and creating innovative, customer-focused solutions. Our multi-disciplinary team is working to solve tough customer problems by leveraging diverse technology platforms, differentiated capabilities, global footprint, and operational excellence. Discover how 3M is shaping the future at . 

About Ģ����ý

Ģ����ý is a global education technology leader whose innovative solutions empower educators and progress student learning. Ģ����ý’s solutions have served more than 100 million students globally, supporting effective teaching and learning in 45% of U.S. K-12 schools and in 100+ countries and territories. The company’s portfolio includes award-winning core and supplemental curriculum, high-quality standards-aligned content, and AI-enabled teaching and learning tools. Ģ����ý span math, science, literacy, social studies, and career-connected learning, including instructionally-aligned content developed through one-of-a-kind partnerships with industry leaders to bring real-world relevance into every lesson. Learn more at www.DiscoveryEducation.com.

Contacts

3M
3Mnews@mmm.com

Ali Koper
Ģ����ý
akoper@discoveryed.com

The post 3M Young Scientist Challenge Names 10 Finalists for 2026 National Competition appeared first on Ģ����ý.

ST. PAUL, Minn. & CHARLOTTE, N.C. (Wednesday, July 1, 2026) – 3M and Ģ����ý today announced the 2026 3M Young Scientist Challenge’s 37 State Merit Winners and four Honorable Mention recipients. As the nation’s premier middle school science competition, the 3M Young Scientist Challenge features outstanding innovations from young scientists who demonstrate the power of science to improve the world.

To enter the competition, students in fifth through eighth grade may submit a brief video explaining their original idea to solve an everyday problem using science. The videos are evaluated for creativity, scientific knowledge and communication skills. This year’s entries featured solutions in a variety of categories, including robotics, home improvement, automotive, safety, AR/VR and climate technology.

“The 3M Young Scientist Challenge highlights how students use science and creativity to solve real-world problems,” said William Brown, 3M Chairman and CEO. “At 3M, we’re focused on supporting these young innovators as they develop their ideas and apply them in ways that can deliver measurable impact.”

Each year, the 3M Young Scientist Challenge recognizes a grand prize winner, 10 finalists, four Honorable Mentions and up to 51 State Merit Winners – in all 50 states and Washington, D.C. The 37 State Merit Winners and 4 Honorable Mention recipients for this year’s competition were selected based on their passion for science and innovation, and superb communication skills. Each State Merit Winner receives special recognition on the challenge website, along with a prize pack. 

The 2026 3M Young Scientist Challenge State Merit Winners are listed below in alphabetical order by state:

• [Alaska] Sage Riley Brothers, Homeschooled, N/A
• [Arizona] Akshay Lakshminarasimhan, BASIS Scottsdale, BASIS Charter Schools Inc.
• [California] Kyle Xu, The Harker School – Middle School Campus, Campbell Union School District
• [Colorado] Vedanth Raju, Aurora Quest K-8, Aurora Public Schools
• [Connecticut] Cayden Joseph, Engineering and Science University Magnet School, New Haven Public Schools
• [Delaware] Reena Vaishnavi Neetipalli, Cab Calloway School of the Arts, Red Clay Consolidated School District
• [Florida] Arshiya Ghosh, Starkey Ranch K-8, Pasco County
• [Georgia] Siddhant Mahapatra, Dodgen Middle School, Cobb County School District
• [Hawaii] James Beecroft, Our Savior Lutheran School, Aiea, Hawaii
• [Iowa] Leen Idrees, Southeast Middle School, Iowa City Community School District
• [Illinois] Kyrha Shah, Gordon Gregory Middle School, Indian Prairie Community Unit School District 204
• [Indiana] Aarsh Sahu, Creekside Middle School, Carmel Clay Schools
• [Kansas] Vidhi Mishra, California Trail Middle School, Olathe Public Schools
• [Kentucky] Liam Baldwin, Belfry Middle School, Pike County Schools
• [Massachusetts] Sayoni Argawal, Blanchard Middle School, Westford Public Schools
• [Maryland] Krish Janoria, Hallie Wells Middle School, Montgomery County Public Schools
• [Maine] Ryder Tu, Reeds Brook Middle School, Regional School Unit 22
• [Michigan] Adhrit Mishra, Avondale GATE Magnet School, Avondale
• [Minnesota] Agastya Pande, Chippewa Middle School, Mounds View Public Schools
• [Missouri] TingMing Tsai, Ladue Middle School, Ladue School District
• [North Carolina] Prakhar Purohit, The Math and Science Academy of Apex, The Math and Science Academy of Apex (Charter school in Wake County – NCES District ID 3700482)
• [Nebraska] Vihaan Manikya, Millard North Middle School, Millard Public Schools
• [New Hampshire] Sharwin Balagurumoorthy, Homeschooled, N/A
• [New Jersey] Nithya Tammana, Monroe Township Middle School, Monroe Township School District
• [New York] Sofia Allyson Ignacio, Hillside Grade School, New Hyde Park – Garden City City Park Union Free School District
• [Ohio] Harshith Nelabhotla, Strongsville Middle School, Strongsville City School District
• [Oklahoma] Umar Aslam, Casady, Oklahoma County
• [Oregon] Albert Liu, Willamette Valley Academy, Beaverton – Private School
• [Pennsylvania] Ahana Paul, Downingtown Middle School, Downingtown Area School District
• [South Carolina] Amita Barik, Sterling School Charles Townes Center, Greenville County School District
• [Tennessee] Anisha Nachnani, University School of Nashville, Davidson County
• [Texas] Timothy Chong, St. Mark’s School of Texas, Dallas – Private School
• [Utah] Rohan Damarla, Challenger School, Lehi – Private School
• [Virginia] Ishanvi Sakharpe, Old Donation School, Virginia Beach City Public Schools
• [Washington] Kapish Arora, Maywood Middle School, Issaquah School District
• [Wisconsin] Aarav Malinowski, Wisconsin Hills Middle School, Elmbrook
• [West Virginia] Preethi Nethi, West Virginia Academy, Monongalia

Each year, the 3M Young Scientist Challenge also recognizes select entrants with an Honorable Mention award. These individuals were selected for their unique and innovative concepts and effective communication skills. The four 2026 3M Young Scientist Challenge Honorable Mention recipients are as follows in alphabetical order by last name:

• Darsh Goel, Mountain House, Calif., Peter Hansen Elementary, Lammersville Unified School District
• Kishan Kumar, Sammamish, Wash., Basis Independent Bellevue, Bellevue
• Ayan Roychowdhury, Menlo Park, Calif., Sacred Heart Schools, San Mateo
• Ashwin Sundaresan, San Diego, Calif., Oak Valley Middle School, Poway Unified School District

“When students see how science connects to the world around them, they stop memorizing and start believing they can make a difference,” said Brian Shaw, chief executive officer at Ģ����ý. “The 3M Young Scientist Challenge gives young people the real-world relevance that fuels deep STEM learning and the persistence to see an idea through. Congratulations to every student honored this year. The world is better for the creativity and determination you bring.”

Previous 3M Young Scientist Challenge winners

Now in its 19th year, the 3M Young Scientist Challenge continues to inspire and challenge middle school students to think creatively and apply the power of STEM to discover real-world solutions. America’s Top Young Scientists have given TED Talks, filed patents, founded nonprofits, appeared on Forbes 30 Under 30 list and exhibited at the White House Science Fair. In addition, a 3M Young Scientist Challenge Alumni Network was formed in fall 2022 and includes more than 100 former challenge winners, finalists and mentors, who take part in networking opportunities and more.

Learning resources for all educators and students

The 3M Young Scientist Challenge is complemented by Young Scientist Lab, a free digital resource program from 3M and Ģ����ý that gives every student access to standards-aligned, hands-on science experiences designed to spark curiosity and build STEM skills. Students, teachers and families of all skill levels can transform and innovate the world around them. Young Scientist Lab resources are also available through Ģ����ý Experience, the essential companion for engaged PreK-12 classrooms.

To learn more about the 3M Young Scientist Challenge and meet the 2026 competitors, visit .

###

About 3M

3M (NYSE: MMM) is focused on transforming industries around the world by applying science and creating innovative, customer-focused solutions. Our multi-disciplinary team is working to solve tough customer problems by leveraging diverse technology platforms, differentiated capabilities, global footprint, and operational excellence. Discover how 3M is shaping the future at . 

About Ģ����ý

Ģ����ý is a global education technology leader whose innovative solutions empower educators and progress student learning. Ģ����ý’s solutions have served more than 100 million students globally, supporting effective teaching and learning in 45% of U.S. K-12 schools and in 100+ countries and territories. The company’s portfolio includes award-winning core and supplemental curriculum, high-quality standards-aligned content, and AI-enabled teaching and learning tools. Ģ����ý span math, science, literacy, social studies, and career-connected learning, including instructionally-aligned content developed through one-of-a-kind partnerships with industry leaders to bring real-world relevance into every lesson. Learn more at www.DiscoveryEducation.com.

Contacts

3M
3Mnews@mmm.com

Ali Koper
Ģ����ý
akoper@discoveryed.com

The post 3M and Ģ����ý announce 37 State Merit Winners and four Honorable Mentions in 2026 3M Young Scientist Challenge appeared first on Ģ����ý.

Charlotte, NC (June 29, 2026) — Ģ����ý today announced that five of its digital learning solutions have been named finalists in the 2026 CODiE Awards, presented by the Software & Information Industry Association (SIIA). 

Now in its 40th year, the CODiE Awards are the technology industry’s most established peer-reviewed recognition program, celebrating excellence and innovation in education technology. Finalists are selected through a rigorous evaluation process conducted by hundreds of independent industry experts, including business leaders, educators, and subject matter specialists in each product category. 

The following Ģ����ý solutions were selected as 2026 CODiE Award finalists: 

• Ģ����ý Experience��— Best Education Platform
• DreamBox��Math for Home��— Best Home Education Solution��
• Digital Citizenship Initiative��— Best Digital Citizenship Solution��
• Science��Techbook��for Middle School��— Best Science Instructional Solution��
• Sandbox by Ģ����ý��— Best Immersive Learning Solution

All finalists advance to the next round of community voting, with winners to be announced on July 15, 2026. 

“I’m proud of the hard-working team behind Ģ����ý’s five CODiE finalist nominations,” said Travis Barrs, Chief Strategy and Transformation Officer at Ģ����ý. “This recognition reflects the range of what we’re building and our focus on tools that make teaching more effective and learning more meaningful. Innovation only counts in K-12 when it meets the practical needs of real classrooms, and that’s exactly what we’re delivering through our connected ecosystem of solutions.” 

“The 2026 CODiE finalists represent some of the most exciting innovation we’ve seen in the program’s 40-year history. From AI-powered education tools to enterprise platforms driving real business transformation, these products don’t just push boundaries — they solve real problems for the organizations, educators, and users they serve,” said Jennifer Baranowski, President, CODiE Awards. 

To learn more about how Ģ����ý solutions support impactful teaching and meaningful learning, visit��/solutions/.��

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About Ģ����ý 

Ģ����ý is a global education technology leader whose innovative solutions empower educators and advance student learning. Ģ����ý’s solutions have served more than 100 million students globally, supporting effective teaching and learning in 45% of U.S. K-12 schools and in more than 100 countries and territories. The company’s portfolio includes award-winning core and supplemental curriculum, high-quality standards-aligned content, and AI-enabled teaching and learning tools. Ģ����ý span math, science, literacy, social studies, and career-connected learning, including instructionally aligned content developed through one-of-a-kind partnerships with industry leaders to bring real-world relevance into every lesson. Learn more at www.DiscoveryEducation.com. 

About the CODiE Awards 

The CODiE Awards are the technology industry’s most established peer-reviewed recognition program. Since 1986, the CODiE Awards have recognized the companies and products transforming the way the world learns, works, and communicates. The awards span five tracks covering startup technology, developer and AI tools, digital transformation platforms, education technology, and industry-specific solutions. For more information, visit codieawards.com. 

Contact

Ali Koper

Ģ����ý

akoper@discoveryed.com

The post Ģ����ý Earns Five 2026 CODiE Award Nominations Spanning Math, Science, Digital Citizenship, and Immersive Learning�� appeared first on Ģ����ý.