In the evolving landscape of STEM education in the U.S., the real momentum comes not only from technology, but from the vision and persistence of educators determined to foster innovation and expand opportunities for all learners.
One of those educators is David Frempong, a Ghanaian-born teacher whose career spans more than 17 years across three countries. His journey has taken him from the lecture halls of the University of Cape Coast in Ghana to classrooms in Mozambique and now to Ballou STAY Opportunity Academy in the District of Columbia Public Schools, where he is making mathematics and STEM subjects more relevant, accessible, and engaging for diverse learners. Grounded in a philosophy that blends curiosity, critical thinking, and hands-on learning, Frempong isn’t simply teaching algebra or physics, he’s preparing the next generation of data scientists, engineers, and problem solvers.
Making Math Relevant
At Ballou STAY, Frempong’s math lessons go beyond formulas and equations. He integrates financial literacy into algebra, helping students understand how mathematical thinking applies to real-life decisions such as budgeting, investing, and evaluating loan terms. “When students see how math affects their daily lives, they start to own the learning,” he said.
This approach has already shown results, students are building both competence and confidence, tackling challenging problems with greater persistence and interest. For many, his classes have sparked curiosity in STEM fields they had never considered before.
A Culture of Inquiry
Frempong believes the heart of STEM education lies in encouraging curiosity and critical thinking. His classroom is built on what he calls a “culture of inquiry,” where questions are valued as much as answers and mistakes are treated as opportunities for growth. Coding projects, sports statistics analysis, and physics demonstrations are part of his regular instruction, each designed to connect abstract concepts to real-world applications.
“Students learn best when they can see the ‘why’ behind what they’re doing,” he explained. “If they can connect it to something they care about, the learning sticks.”
Leadership Beyond the Classroom
Beyond his own teaching, Frempong contributes to the school’s professional culture by participating in Professional Learning Community (PLC) meetings, where educators collaborate on curriculum alignment, review student performance data, and share strategies for improvement. His role as a mentor to both students and colleagues helps strengthen the overall instructional program at Ballou STAY.
Global Perspective, Local Impact
Frempong’s work in Washington, D.C., draws heavily on his international teaching career. In Ghana and Mozambique, he pioneered data-driven projects in STEM education, teaching students to collect, clean, and analyze information, skills typically taught at higher education levels.
At Ballou STAY, he adapts those experiences for high school learners, using accessible tools such as spreadsheets and introductory coding languages. His students have explored projects that range from tracking local sports performance to examining environmental data and proposing solutions to community challenges.
Technology with Purpose
While technology plays a central role in his instruction, Frempong uses it with intention. His credentials, AWS Certified Solutions Architect Associate and CompTIA Security+, equip him to introduce students to industry-relevant tools and workflows. Lessons often include building data visualizations or simulating real-world problem-solving using cloud-based platforms.
He favors project-based learning, where students tackle open-ended problems over an extended period and present their findings, mirroring the collaborative problem-solving processes of professional STEM careers.
Impact Measured in Outcomes
The impact of Frempong’s teaching is reflected in improved test performance, greater student engagement, and a growing interest in STEM pathways. Some students have already made plans to pursue careers in engineering, computer science, and data analytics, citing his classes as a turning point.
Parents and colleagues say his dedication stands out. “He sees potential in every student and pushes them to reach it,” said one staff member. “That’s the difference.”
Looking Ahead
Frempong envisions programs that seamlessly integrate mathematics, coding, and data science into high school curricula, making these skills accessible to all students regardless of background. He advocates for partnerships between schools, tech companies, and community organizations to expand hands-on learning opportunities.
“Education is the passport to the future,” he said. “But only if we prepare students with the skills to navigate it.”
For him, that means equipping students with curiosity, analytical thinking, and confidence, qualities that will serve them in college, careers, and beyond.
A Teacher Building Tomorrow In a city where STEM opportunities can be unevenly distributed, Frempong is proving that one committed educator can make a lasting difference. Through his teaching, mentoring, and vision, he is helping to shape a new generation of innovators, one problem, one project, and one curious mind at a time.
