Using Indicator Data to Drive K-12 STEM Improvements in States & Districts: Implications for Leaders & Policymakers
Michael Lach of the University of Chicago details how district and state education leaders might use the indicator system to improve STEM education. The indicators may raise leaders’ awareness and prioritization of key issues in STEM education, including quality STEM instructional materials, leadership for principals, and time allocated to teach science. Download the Lach Full Paper or view the Lach Executive Summary.
About the Concept Papers
Three education policy experts contributed concept papers that explore the research and policy implications of the indicators system. Together, these papers can guide policymakers, researchers, and educators through the potential implications and implementation of the STEM education indicator system. Together, these documents explore how new indicators of STEM education quality may inform local education leadership, support quality teacher education, and shape meaningful assessment. Further, they guide researchers to consider next steps in the measurement of STEM education quality. Such purposeful collaborations between research and practice are at the heart of efforts to measure K-12 STEM education quality across the United States.