Skip to main content

Currently Skimming:

Creating a Monitoring and Reporting System for K-12 STEM Education
Pages 33-42

The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.


From page 33...
... . • Postsecondary training and education in the STEM disciplines (e.g., intention to study STEM expressed in K-12; accumulation of college credit in STEM courses; degrees and certificates earned)
From page 34...
... Balancing data from the indicators with richer, more localized sources of information such as case studies, interviews, and classroom observations would enable a more complete description of K-12 STEM education. Characteristics and Capabilities To generate relevant information that can be used for improvement, the monitoring system would be designed with the capability to: • assess progress toward key improvements recommended in the 2011 National Research Council report Successful K-12 STEM Education; • measure student knowledge, interest, and participation in the STEM disciplines and STEM related activities; • track financial, human capital, and material investments in K-12 STEM education at the fed eral, state, and local levels; • provide information about the capabilities of the STEM-education workforce, including teach ers and principals; and • facilitate strategic planning for federal investments in STEM education and workforce develop ment, when used with labor force projections.
From page 35...
... . Identify Data Collection Mechanisms For each of the 14 indicators presented in the preceding section, we identified available and potentially available sources of data and discussed some limitations of those data sources as they relate to specific indicators.
From page 36...
... Classroom coverage of content and practices in the Common Core State Standards for Mathematics and A Framework for K-12 Science Education. • Indicator 6.
From page 37...
... This shift in focus presents a dilem ma about whether to use existing data sources or to create a new data collection vehicle dedicated to the proposed indicators. Using existing data sources has advantages: existing data or reasonable modifications to sched uled national surveys could yield initial information for all 14 indicators; it is less expensive; some baseline data already exist; and the sampling frames enable comparisons across different subject areas.
From page 38...
...  nstructional leaders' participation in profes I Professional Development That Helps Them to Create sional development on creating conditions that the School Conditions That Appear to Support Student support STEM learning.a,b ✓ ✓ ✓ Achievement Policy Makers at the National, State, and Local Levels 9.  nclusion of science in federal and state I Should Elevate Science to the Same Level of Importance accountability systems.
From page 39...
... Compile, Analyze, and Report on Existing Data for Type 1 Indicators As discussed above, existing national data systems provide at least partial coverage for the Type 1 indicators. Through grant awards, agency budgets, legislative language, and state applications for flexibility under the No Child Left Behind Act, there is information on several other indicators, but the relevant documents would have to be gathered and analyzed to yield the data related to the indicators.
From page 40...
... Development of items for a dedicated survey or surveys also could begin immediately. Regardless of which data collection mechanism is chosen, careful attention should be given to developing and validating survey items so that they provide reliable measures of the specified indicator.
From page 41...
... However, NCES and NSF do not regularly publish reports focused solely on K-12 education in the STEM disciplines. In the 1990s, NSF produced two biennial reports on K-12 science and mathematics education indicators apart from the Science and Engineering Indicators, but that reporting program was discontinued in 1995 (for the last of these reports, see National Science Foundation, 1996)
From page 42...
... R02309 Monitoring K–12 STEM Ed-PRF3.indd 42 3/13/13 2:05 PM


This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More information on Chapter Skim is available.