With the two Senate alternatives to the sequester not receiving the 60 votes needed for cloture, the sequester went into effect on March 1.  In accordance with the Balanced Budget and Emergency Deficit Control Act, the Office of Management and Budget (OMB) has issued a report providing the amounts and percentages by which various budgetary resources are required to be reduced.

In the memo, Deputy Director Jeffrey Zients states “As a result of the Congress's failure to act, the law requires the President to issue a sequestration order today canceling $85 billion in budgetary resources across the Federal Government for FY 2013. Specifically, OMB calculates that, during the course of the fiscal year, the sequestration requires a 7.8 percent reduction in non-exempt defense discretionary funding and a 5.0 percent reduction in non-exempt nondefense discretionary funding. The sequestration also requires reductions of 2.0 percent to Medicare, 5.1 percent to other non-exempt nondefense mandatory programs, and 7.9 percent to non-exempt defense mandatory programs.”

To review the entire report, please visit here.

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The SWE Government Relations and Public Policy (GRPP) Committee will once again be organizing a spring Congressional outreach day on Capitol Hill in Washington, D.C.  This event, which will be held March 20-21, 2013, will increase awareness of the need for and the importance of increased diversity and inclusion in the science, technology, engineering, and mathematics (STEM) workforce.

SWE is once again taking the lead in organizing this event, and to date, over 30 STEM and diversity organizations are co-sponsoring.  SWE’s 2013 Capitol Hill Day will begin promptly at 1:00 PM on Wednesday, March 20, 2013 (there is an optional lunch at Noon), and conclude by 5:00 PM on Thursday, March 21, 2013.  The meetings will be held at the Holiday Inn Washington-Capitol, and in meeting rooms on Capitol Hill.  This event is being made possible by a grant from the S.D. Bechtel, Jr. Foundation.

While there are no specific volunteer travel funds available for this event, some meals will be provided for attendees.

Please note: Space is limited, and reservations will be handled on a first-come, first-served basis.

If you are interesting in participating or have any questions, please contact Alexis McKittrick, GRPP Chair.

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Each month SWE NEWS will provide a spotlight update on our public policy initiatives related to Science, Technology, Engineering, and Mathematics (STEM) education and the application of Title IX to STEM fields. This month's spotlight includes:

• OMB Offers Reforms for Federally Managed Grants, Including some Family Friendly Additions
• SWE Exhibits at "Mentoring in STEM" Event;
• SWE Comments on Second Public Draft of Next Generation Science Standards;
• Department of Education Releases ESEA Flexibility Brochure And Fact Sheets;
• Defining Youth Outcomes for STEM Learning in Afterschool” Report Released.

OMB Offers Reforms for Federally Managed Grants, Including some Family Friendly Additions

The Office of Management and Budget has proposed reforms to the federal grant process for the over $600 billion in federal assistance offered each year. This grant reform proposal entitled “Proposed Uniform Guidance: Cost Principles, Audit, and Administrative Requirements for Federal Awards,” streamlines multiple Federal regulations into a comprehensive and uniform policy guide.  The purpose of the reforms is to eliminate duplicative requirements and strengthen the oversight process.

Following OMB’s February 2012 publication of potential grant reform ideas in the Federal Register, these new proposals were crafted from the hundreds of comments and suggestions offered from the public.  Prior to the Federal Register notice, OMB worked with the Office of Science and Technology Policy (OSTP) to convene meetings with both Federal and non-Federal stakeholders to discuss possible reform efforts.

Specific measures in the proposal include:

• Harmonizing and streamlining all OMB guidance on grants from eight documents into one, while clarifying key differences for different entities;
• Simplifying the reporting requirements that grantees must adhere to in justifying salaries and wages charged to grants;
• Ensuring that Federal agencies better review financial risk posed by applicants and merits of an application before providing a grant;
• Providing guidance to ensure robust oversight of sub-recipients;
• Focusing more audit resources on preventing waste, fraud, and abuse; and
• Holding agencies accountable for getting results and addressing weaknesses among grant recipients.

The following family-friendly additions may also be of interest to SWE members:

• Inclusion of identification of locally-available dependent care as an allowable meeting cost;

• Inclusion of temporary dependent care costs directly resulting from travel to meetings as an allowable travel cost; and,

• Inclusion of family-related leave as an allowable “Fringe Benefit.”

A full listing of the proposals can be found here.

Comments on these proposals must be received by OMB electronically through www.regulations.gov no later than midnight Eastern Standard Time (E.S.T.) on May 2, 2013.

SWE Exhibits at “Mentoring in STEM” Open House

On Jan. 18, SWE was invited to exhibit during a “Mentoring in STEM” Open House, which was hosted by the Federal Aviation Administration (FAA) and also sponsored by the following federal STEM agencies: the U.S. Departments of Transportation, Education, Labor, Agriculture, and Energy, the Office of Personnel Management, the National Science Foundation, and the Corporation for National and Community Service.
In honor of January as National Mentoring Month, officials from the aforementioned agencies met with leaders of STEM mentoring organizations and members of the public, while breakout sessions focused on how to engage students in hands-on learning opportunities across STEM-related fields. 
For more information about this event, please visit the web page.

In addition, on Jan. 31, SWE President Alyse Stofer attended the White House Technology Inclusion Summit.  Additional information about this event can be here.

SWE Comments on Second Public Draft of Next Generation Science Standards

On Jan. 29, SWE commented on the second public draft of the next generation science standards, which were released on Jan. 8.  In this draft, engineering design skills and content about the application and practice of science and engineering have again been included and integrated into the proposed standards.  SWE has been supportive of this inclusion since before the first iteration of the standards, and believes NGSS is a strong step forward to exposing K-12 students to engineering.

In the statement, SWE President Alyse Stofer said, “SWE believes engineering knowledge is critical to U.S. innovation and solving the country’s future technological challenges.  Yet many K-12 students, especially girls and students from underrepresented groups or who are economically disadvantaged, and their teachers have little knowledge about the engineering design process or the many career possibilities in engineering.”

SWE President Stofer continued by saying, “SWE agrees with the statement in Appendix D, ‘All Standards. All Students,’ that ‘from a pedagogical perspective, engineering has the potential to be inclusive of students who traditionally have been marginalized in the science classroom and do not see the relevance of science or engineering in their lives or future.’ SWE and its many engineering professional society partners have expertise working in K-12 classrooms with diverse groups of students, and could help inform the content.”
The full public comment period is now closed, and the draft standards are under revision. The final NGSS standards are slated to be released by the end of March.

More information, including the second public draft appendices, can be found here.

Department of Education Releases ESEA Flexibility Brochure and Fact Sheets

On Jan. 23, the U.S. Department of Education (ED) released a set of materials that provide a substantive overview of the Elementary and Secondary Education Act (ESEA) flexibility process, also known as ESEA waivers, by which 34 states and the District of Columbia have applied for and received flexibility regarding certain provisions of ESEA.  The intent of these materials, a brochure and five companion fact sheets, is to explain the rationale and intent of ESEA flexibility, as well as address its key components and highlight plan elements for a number of states approved for flexibility. 

The brochure and fact sheets can be found on the Department’s updated ESEA flexibility web page.

In the brochure, it states, “Starting with the 2012-2013 school year, ESEA flexibility plans are being implemented throughout the nation.  Congress will be able to use the resources and strategies developed by states and school districts during this period to inform the reauthorization of the Elementary and Secondary Education Act. In the absence of ESEA reauthorization, all fully approved flexibility plans will remain in place for two years, at which point states may request an extension.

“ESEA flexibility is poised to better meet the needs of states, districts, schools and, most importantly, students, as states courageously implement their chosen reforms. State education chiefs, governors, and local superintendents are hopeful at the prospect of charting their own paths toward reform, while teachers and school leaders can look forward to having a stronger voice in the instructional methods and strategies used to support students.  The U.S. Department of Education is committed to offering technical assistance to states and districts, sharing resources as they become available, and providing oversight as states put into action their approved ESEA flexibility plans.”

“Defining Youth Outcomes for STEM Learning in Afterschool" Report Released

A 10-month study on “Defining Youth Outcomes for STEM Learning in Afterschool” was released on Jan. 23 at a STEM Salon hosted by Change the Equation, a nongovernmental organization led by a coalition of CEOs focused on improving learning in science, technology, engineering, and mathematics (STEM). 
According to the study results, afterschool providers and supporters believe that afterschool programs may be best positioned, in the following rank order, to support and expand young people’s:

• Active participation in STEM learning opportunities;
• Curiosity about STEM topics, concepts or practices;
• Ability to productively engage in STEM processes of investigation;
• Awareness of STEM professions;
• Ability to exercise STEM-relevant life and career skills; and,
• Understanding the value of STEM in society.

The study results also indicate the afterschool providers and supporters have a high level of confidence that afterschool programs are well positioned to support and expand young people’s:

• Active engagement and focus in STEM learning activities;
• Demonstration of ability to work in teams to conduct STEM investigations;
• Development of an understanding of the variety of STEM careers related to different fields of study and an understanding of relevance of STEM to everyday life, including personal life; and,
• Demonstration of STEM skills and applied problem-solving abilities to conduct STEM investigations; and demonstration of awareness of opportunities to contribute to society through STEM.

The report makes the following recommendations to advance afterschool as a strategic partner in STEM education:

• Policy makers consider the outcomes and indicators articulated in this study  to define the appropriate niche for afterschool programs in STEM education;
• Program leaders utilize the framework of outcomes, indicators and sub-indicators articulated in this study to map out how their work contributes to STEM education overall; and,
• A group of evaluation and assessment experts, practitioners, and funders be convened to examine the status of available tools and map them to this framework of outcomes, indicators and sub-indicators.

The report is now available online.

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Each month SWE NEWS will provide a spotlight update on our public policy initiatives related to Science, Technology, Engineering, and Mathematics (STEM) education and the application of Title IX to STEM fields. This month's spotlight includes:

• Second Public Draft of Next Generation Science Standards Released January 8
• CA’s NCLB Waiver Rejected
• Congress Passes Temporary “Fiscal Cliff” Deal
• Rep. Rokita Named Chairman of House Education K-12 Subcommittee
• Senator Mikulski Named Chairwoman of Senate Appropriations Committee
• Characteristics of U.S. Science and Engineering Doctorates Detailed in New Report
• New Jersey to Launch STEM Teacher Fellowship
  
  

On January 8th, the second public draft of the next generation science standards (NGSS) was released. The review period will end at the close of business on Tuesday, January 29th.

For the first time, engineering design skills and content about the application and practice of science and technology have been included in the proposed standards. SWE has been supportive of this inclusion, and believes NGSS is a strong step forward to exposing K-12 students to engineering. The Government Relations and Public Policy Committee is currently reviewing the new draft.

For additional information about the upcoming second NGSS draft, please visit: http://www.nextgenscience.org/next-generation-science-standards

CA's NCLB Waiver Rejected

On January 4th, Department of Education Secretary Arne Duncan sent a letter to California Board on Education President Michael Kirst to officially notify him that the Department had decided to reject California’s request for a waiver under the No Child Left Behind Act.

In the letter, Secretary Duncan wrote, “I believe that a State must agree and be prepared to take on the rigorous reforms required by all of the principles of ESEA flexibility in exchange for that waiver.”

To be eligible for a waiver, the Department had asked states to address three principles in their waiver applications: common standards, a differentiated accountability system with goals, and a teacher evaluation system that takes student outcomes into account. In its waiver, California decided to address only the first two, which appears to be the major sticking point with the Department.

Since their waiver was denied, that means that California must still follow the goals of the accountability system outlined in No Child Left Behind (all students were supposed to be proficient by the 2013-2014 school year), meaning many California schools are slated to not meet their goals.

California learned of its impending rejection prior to the Christmas holiday.

To review Secretary Duncan’s letter, please visit: http://blogs.edweek.org/edweek/campaign-k-12/2013/01/california_gets_official_nclb_.html

Congress Passes Temporary "Fiscal Cliff" Deal

Late on January 1, 2013, Congress passed legislation to temporarily delay the budget sequestration impact of the “fiscal cliff.” The agreement raises taxes on individuals making above $400,000 and on couples making more than $450,000 a year. The agreement’s automatic spending cuts, known as sequestration, have been delayed for two months. Half of the delay, approximately $12 billion, will be offset by discretionary cuts, split between defense and non-defense programs. The other half of the delay will be paid for by revenue increases. The agreement also extends the R&D tax credit for one year.

It is now up to the members of the 113th Congress, who were sworn in on January 3, 2013, to negotiate an agreement that will avoid the sequestration cuts scheduled for March 1st. As these negotiations proceed, SWE and other leading scientific and engineering professional societies, universities, and businesses will continue to highlight the value of federal investments in science, technology, engineering, and mathematics (STEM) education and research and development (R&D). Over the years, SWE has signed onto numerous position statements urging the Administration and Congress to support these investments.

Finally, if the sequestration cuts do happen in March, it is likely that most school districts would not feel the impact until the start of the 2013-14 school year, due to the way that some key programs, such as Title I grants for districts, are funded. But other programs like the Head Start preschool program for low-income children, which is administered by the U.S. Department of Health and Human Services, would face immediate cuts.

With Congress keenly focused on fiscal issues for the foreseeable future, it does not seem likely that any of the stalled education authorization bills, i.e. the Elementary and Secondary Education Act, will be moving anytime soon.

Rep. Rokita Named Chairman of House Education K-12 Subcommittee

On January 2nd, House Education and Workforce Committee Chairman John Kline (R-MN) named Representative Todd Rokita (R-IN), Chairman of the Subcommittee on Early Childhood, Elementary and Secondary Education. The Subcommittee has jurisdiction over the Elementary and Secondary Education Act. Prior to his service in Congress, Rokita served as Indiana’s Secretary of State.

“In recent years, Indiana has helped lead the way with groundbreaking education reforms that have set an example for the rest of the nation. I’m excited to serve as chairman of the subcommittee with oversight over K-12 education, where I will have the opportunity to take what we’ve learned in Indiana to Washington, and also to ensure that states like Indiana have the flexibility and help they need to deliver top-quality education for students and families.

“As a parent of two young boys myself, I know firsthand how important our education system is. I look forward to working with Chairman Kline, ranking member Miller and my other fellow members of the committee to advance key reforms in the next Congress,” said Rokita.

More information about Rep. Rokita’s background can be found at: http://blogs.edweek.org/edweek/campaign-k-12/2013/01/conservative_rep_todd_rokita_n.html

Senator Mikulski Named Chairwoman of Senate Appropriations Committee

On December 20th, Senator Barbara Mikulski (D-MD) was selected as the new Chairwoman of the Senate Appropriations Committee by the Senate Democratic Caucus. Senator Mikulski is the first woman and the first Senator from Maryland to serve as Chairwoman of the Committee. She succeeds Senator Daniel K. Inouye (D-Hawaii), who passed away on Monday, December 17, 2012.

Prior to the ratification of her Chairwomanship on the Senate floor, Senator Mikulski said, "It's an honor and a privilege to be expected to follow the great leadership of Senator Inouye, one of my most treasured mentors, and become the Chairwoman of the Senate Appropriations Committee. It is especially gratifying to be the first woman to lead this powerful Committee. I am grateful for this opportunity to fight for the day to day needs of the American people and the long range needs of the nation."

To review Senator Mikulski’s remarks on the Senate floor post-ratification, please visit: http://www.mikulski.senate.gov/media/pressrelease/12-20-2012-1.cfm

Characteristics of U.S. Science and Engineering Doctorates Detailed in New Report

The National Center for Science and Engineering Statistics (NCSES) recently released a report entitled “Doctorate Recipients from U.S. Universities: 2011” that unveils important trends in U.S. doctoral education. The report calls attention to the changing characteristics of U.S. doctorate recipients over time, including the increased representation of women, minorities and foreign nationals; the emergence of new fields of study; the time it takes to complete doctoral study; the expansion of the postdoctoral pool; and, employment opportunities after graduation.

Understanding connections among these characteristics is of paramount importance to improving U.S. doctoral education and helping the system maintain its leadership role.

This annual count by the National Science Foundation (NSF) is a direct measure of the human resource pool that is on a path to careers in science, engineering, mathematics and research, and these data can serve as leading indicators of U.S. capacity for knowledge creation and innovation.

Trends in the report can be examined in greater depth through accompanying online resources, including an interactive version of the report and 70 detailed data tables available as PDF and Excel files at http://www.nsf.gov/statistics/sed/2011/start.cfm.

New Jersey to Launch STEM Teacher Fellowship

In December, New Jersey Governor Chris Christie announced that New Jersey will become the first East Coast state to launch the Woodrow Wilson Teaching Fellowship. Nearly $9 million in support has been raised from a consortium of foundations and private funders.

Created by the Princeton-based Woodrow Wilson National Fellowship Foundation, “the Fellowship recruits top science, technology, engineering, and math (STEM) college graduates and career changers and prepares them to teach in high-need schools.”

"Excellence in education begins in the classroom," said Governor Chris Christie. "Today, we are taking another important step to ensure our teachers are prepared before they are placed in high-need schools. It only makes sense that we give our teachers the experience and the tools they need before they are placed in challenging environments. Thanks to the Woodrow Wilson Foundation and our five New Jersey higher education institutions participating in this program, teachers will be ready to make a difference in struggling districts where their help is needed most."

Beginning in the fall of 2013, the selected university partners will have 18 to 21 months to build academic programs that meet the Fellowship's standards for both rigorous coursework and intensive clinical work. The intention is for the first Fellows to be selected in spring 2014.

More information can be found at: http://www.woodrow.org/news/news_items/WW_NJ_TeachingFellowship_Launch.php

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On July 17th, President Obama announced a plan for a new, national Science, Technology, Engineering and Math (STEM) Master Teacher Corps.  Fifty exceptional STEM teachers will make up the inaugural STEM Master Teacher Corps, which will be established in 50 locations across the country and then expanded over 4 years to reach 10,000 Master Teachers. These selected teachers will make a multi-year commitment to the Corps, and will receive an annual stipend of up to $20,000 on top of their base salary.

President Obama said, “If America is going to compete for the jobs and industries of tomorrow, we need to make sure our children are getting the best education possible.  Teachers matter and great teachers deserve our support.”

While the Administration plans to launch this Teacher Corps with the $1 billion from the President’s 2013 budget request currently before Congress, the Administration also announced that approximately $100 million of the existing Teacher Incentive Fund (TIF) will immediately be dedicated “toward helping school districts implement high-quality plans to establish career ladders that identify, develop, and leverage highly effective STEM teachers.” This year’s TIF application deadline was July 27th, and over 30 school districts across America were planning to submit applications.

The creation of the STEM Master Teacher corps was a key recommendation of the President’s Council of Advisors on Science and Technology (PCAST) report, “Prepare and Inspire: K-12 Science, Technology, Engineering, and Mathematics (STEM) Education for America’s Future.”

For more information about this announcement, click here.

To review the PCAST report.

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On July 27th, the Center for American Progress released a report on the newly approved No Child Left Behind waivers.  The report reviewed the waiver applications submitted in February by 26 states and the District of Columbia.  Between the two rounds, as of the release of the report, 32 states and the District have been approved for flexibility. So far, only Iowa was turned down, and Vermont withdrew its application.

In examining the second round of waiver applications, CAP’s report “set out to illuminate ideas that were surprising and new. But the group concluded that the waivers, to a greater degree, gave states a chance to provide detail on efforts that were already in the works.”

"We looked for innovation but rarely found it," said Jeremy Ayers, an author of the report. "States aren't using waivers to do something brand new, but they are using it to push forward reforms that are both promising and concerning."

Additionally, while the CAP report found that the states did come up with interesting ideas in each of the areas they had to address to obtain the flexibility (teacher quality, accountability, and standards), there were also some across-the-board areas of concern, i.e. the effectiveness of subgroup targeting.

Since the report was released, Nevada was granted a conditional waiver on August 8th.  California, Idaho, and Illinois are still waiting on the Department’s response regarding their applications. Also, to date, thirteen states have not applied for waivers, including Pennsylvania and Texas, who have large student populations.

Click for more information on the CAP report.

Click here for additional information on Nevada’s conditional waiver.

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On August 12, the U.S. Department of Education announced a $400 million Race to the Top competition for districts.  According to final contest rules, awards will start at $5 million for the smallest districts up to the $40 million cap.  Between 15-25 awards are expected to be made in December, the money coming from the federal fiscal 2012 budget.  Applications are due October 30.

"We want to help schools become engines of innovation through personalized learning...," Education Secretary Arne Duncan said in a statement. "The Race to the Top-District competition will help us meet that goal."

District requirements include: meeting the 2,000-student threshold; implementing evaluation systems for teachers, principals, and superintendents by the 2014-15 school year; and addressing how the district will improve teaching and learning using personalized "strategies, tools, and supports."

Additionally, there are different categories to which districts can apply, depending on whether they are rural or not, and whether they are in a Race to the Top state or not. Then the awards will go to the top scorers in each category “as long as the winners hit some to-be-determined bar for high quality.”

Find additional information, including a summary of a grading scale.

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The National Coalition of Women and Girls in Education, of which SWE is the STEM task force co-chair, held a webinar with the Department of Education Office of Civil Rights (OCR) on Thursday, September 6 at 2:00 PM Eastern.  The main topic of discussion included how to access the Civil Rights Data Collection (CRDC) online tool, and featured Russlynn Ali, Assistant Secretary for Civil Rights.

The CRDC for K-12 public schools is a free online resource for parents, teachers and others who want to know more about the civil rights and equity conditions at individual school and district levels, including enrollment, expenditures, teacher qualifications, access to college-prep and AP courses, participation in athletics and gifted programs, school climate and discipline, sexual harassment and bullying, and more – and is cross-tabulated by race, gender, disability and other categories.

View the webinar replay.

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"Our nation's economic growth depends on our capacity to educate, innovate and build," says a new report released on July 16 by the National Science Board (NSB), the governing body of the National Science Foundation. But between 2008 and 2009, American businesses cut funding for research and development by nearly five percent, or $12 billion. The science board said these cuts coupled with government budget constraints at all levels are reasons for concern.

Private venture capital investment in select science and technology industries declined from $43 billion in 2000 to less than $10 billion in 2010. Private equity investments in certain S&T industries plummeted from nearly $60 billion in 2007 to less than $10 billion in 2008, but have rebounded somewhat since then, reaching about $15 billion in 2010. The decline in private-sector investment was accompanied by a shift away from investment in crucial early stage start-ups, a more risky investment.

During 2008-2009, when business investment dropped, the decline was partly, but temporarily, made up by increased federal R&D funding. But federal funding is more focused on fundamental, capacity-building research and private-sector funding on development, which is closer to the market. Historically, the federal government has been the chief funder of basic research, funding 53 percent compared to the private sector's 22 percent. This basic research, much of it performed at national labs and research universities, generates the transformative knowledge base from which the private sector can draw.

The NSB said it is also concerned about recent trends in the government's capacity to educate and train the future R&D workforce. State funding for major public research universities declined by an inflation-adjusted rate of 10 percent between 2002 and 2010, or by 20 percent on a per-student basis. Likewise, the federal government investment in academic R&D faces uncertainties due to future budget constraints.

Despite its concerns about the long-term health of the nation's innovation capacity, the Board indicated that there are reasons for optimism. Total U.S. R&D has grown nearly uninterrupted since 1953, with sizable increases from both the private sector and the federal government.

The private sector funded 62 percent and conducted 71 percent of all U.S. R&D in 2009. Notably, the private sector funded nearly 80 percent of development work, which is critical to bringing potential innovations to market.

In addition, while the annual growth of the science and engineering workforce has slowed to 1.4 percent during the last decade, it far exceeded the 0.2 percent growth in overall jobs. Unemployment is also lower among S&E degree holders and workers in S&E occupations than in other fields, and salaries tend to be higher.

Download the NSB report, “Research & Development, Innovation, and the Science and Engineering Workforce,” here.

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An application created by the National Aeronautics and Space Administration (NASA) that brings some of the agency's robotic spacecraft to life in 3-D now is available for free on the iPhone and iPad.  Called Spacecraft 3D, the app uses animation to show how spacecraft can maneuver and manipulate their outside components. Presently, the new app features two NASA missions: the Curiosity rover that touched down on Mars August 6, 2012 at 1:31 AM EDT, and the twin GRAIL spacecraft, Ebb and Flow, which are currently orbiting the moon.

Spacecraft 3D is among the first of what are known as augmented-reality apps for Apple devices. Augmented-reality provides users a view of a real-world environment where elements are improved by additional input. Spacecraft 3D uses the iPhone or iPad camera to overlay information on the device's main screen. The app instructs users to print an augmented reality target on a standard sheet of paper. When the device's camera is pointed at the target, the spacecraft chosen by the user materializes on screen.

In the near future, NASA plans to incorporate the Cassini spacecraft, which is orbiting Saturn; the Dawn spacecraft, which is deep in the heart of the asteroid belt; and the Voyagers, which are right now at the very edge of our solar system; into Spacecraft 3D.

Spacecraft 3D currently is only available for Apple formats, but should be available on other formats in the near future.

Click here for more information on how to download the Spacecraft 3D app.

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