National Academy of Sciences (1863)

National Academy of Engineering (1964)

Institute of Medicine (1970)

National Research Council(1916)

The National Academies

Advisers to the Nation on Science Engineering, and Medicine

PURPOSES OF THE NATIONAL ACADEMIES

To advance science and technology

To advise government

on applications of science and engineering to policy

on policy for science, engineering, and health care

NAS ACT OF INCORPORATION: 1863

• Added to the end of the Act,“... shall, whenever called upon by any department of the Government, investigate, examine, experiment, and report upon any subject of science or art ...”

• “... but the Academy shall receive no compensation whatever for any services to the Government of the United States.”

NAS, NAE, and IOM Membership July, 2003

NAS Members (Active) 1,914 Members (Emeritus) 94 Foreign Associates 339 Total 2,347

NAE Members (Active) 1,873 Members (Emeritus) 246 Foreign Associates 162 Total 2,281

IOM Members (Active)  1333Members (Emeritus) 45Foreign Associates  66Total   1,444

UNIQUE STRENGTHS

Stature of academies’ memberships

Ability to get the very best to serve

“Pro Bono” nature of committee service

Special relationship to government

Quality assurance and control procedures

Reputation for independence and objectivity

METHODS OF OPERATION CONSENSUS STUDIES

Balance and Composition of Committees

Report Review

CONVENING ACTIVITIES Workshops Roundtables

OPERATIONAL PROGRAMS Fellowships and Associateships Research/Surveys Education and Training Data Banks

532549492539533

56455948

5217

56525692

0

1000

2000

3000

4000

5000

6000

7000

FY '97* FY '98* FY '99T~ FY '99* FY '00^

# Committees:

# Committee Members:

^Excludes Liaison Representatives, OSEP's associateship and fellowship panels, and TRB's technical activities.

FOR THE PERIOD JANUARY 1, 1996 THROUGH DECEMBER 31, 2000

~FY99T is a transitional fiscal period which includes July 1, 1998 through December 31, 1998. Excludes OSEP's associateship and fellowship panels and TRB's technical activities.

SOURCE: CMIS

*Excludes OSEP's associateship and fellowship panels and TRB's technical activities.

NUMBER OF NRC/IOM COMMITTEES AND COMMITTEE MEMBERS

http://nationalacademies.org

http://www.nap.edu

Assessment in Support of Instruction and Learning: Bridging the Gap Between Large-Scale and Classroom Assessment - Workshop Report

Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics

Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools

Classroom Assessment and the National Science Education Standards

Knowing What Students Know: The Science and Design of Educational Assessment

Understanding Dropouts: Statistics, Strategies, and High-Stakes Testing

How People Learn: Brain, Mind, Experience, and School: Expanded Edition

Testing English-Language Learners in U.S. Schools: Report and Workshop Summary

High Stakes: Testing for Tracking, Promotion, and Graduation

How People Learn: Bridging Research and PracticeThe Assessment of Science Meets the Science of

Assessment: Summary of a WorkshopTesting, Teaching, and Learning: A Guide for States and

School DistrictsMyths and Tradeoffs: The Role of Tests in Undergraduate

AdmissionsNational Science Education Standards

Compendium CD of NRC Reports on Assessment of Student Learning