Measuring the Quantity & Quality of the K-12 STEM Teacher Pipeline
Teacher preparation affects student achievement, as well as teachers’ evaluations and persistence in teaching. Suzanne Wilson of University of Connecticut discusses how traditional measures of teacher preparation are only weakly related to student outcomes. Wilson highlights the NRC’s enhanced indicators of teacher preparation: science and mathematics content knowledge for teaching, and participation in STEM-specific professional development activities. It reviews state efforts and other projects designed to collect data on these indicators. Download the Wilson Full Paper or Wilson Executive Summary.
Implications of the K-12 STEM Education Indicators: 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.