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The 2018 iteration emphasizes computer science at the high school level and analyzes trends in teacher background and experience, curriculum and instruction, and instructional resources across grades K–12. It reports findings by subject and grade range and examines differences tied to students’ opportunity factors such as prior achievement, race/ethnicity representation, free/reduced-price lunch eligibility, school size, and community type.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/highlights-from-the-2018-nssme-january-2019/584527/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/highlights-from-the-2018-nssme-january-2019/584527.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1786070896","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the NSSME+ series and what does the 2018 study add?","Question",{"text":112,"@type":113},"The NSSME series is a long-running set of surveys on science and mathematics education. The 2018 iteration is the sixth in the series and adds an emphasis on computer science, reflected by the “+” symbol.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What topics does the 2018 NSSME+ investigate?",{"text":117,"@type":113},"The study identifies trends in teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. It also examines characteristics of the teaching force and how teachers make decisions about content and pedagogy.",{"name":119,"@type":110,"acceptedAnswer":120},"How are survey results organized in the report?",{"text":121,"@type":113},"Findings are generally presented by subject (science, mathematics, and computer science) and/or by grade range (elementary, middle, and high). 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Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.  \nSuggested Citation  \nHorizon Research, Inc. (2019). Highlights from the 2018 NSSME+. Chapel Hill, NC: Author  \nAdditional Information  \nMore details and products from the 2018 NSSME+, as well as previous iterations ofthe study, can be found at: [http://horizon-research.com/NSSME/](http://horizon-research.com/NSSME/)  \nHORIZON  \nRESEARCH  \n, I N C .  \nII  \nJANUARY 2 0 1 9  \nINTRODUCTION  \nIn 2018, the National Science Foundation supported the sixth in a series of surveys through a grant to Horizon Research, Inc. (HRI) . The first survey was conducted in 1977 as part ofa major assessment of science and mathematics education and consisted of a comprehensive review of the literature; case studies of 11 districts throughout the United States; and a national survey of teachers, principals, and district and state personnel. A second survey of teachers and principals was conducted in 1985–86 to identify trends since 1977. A third survey was conducted in 1993, a fourth in 2000, and a fifth in 2012. This series of studies has been known as the National Survey of Science and Mathematics Education (NSSME) .  \nThe 2018 iteration of the study included an emphasis on computer science, particularly at the high school level, which is increasingly prominent in discussions about K–12 science, technology, engineering, and mathematics (STEM) education and college and career readiness. The 2018 NSSME+ (the plus symbol reflecting the additional focus) was designed to provide upto-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. The research questions addressed by the study are:  \n1. To what extent do computer science, mathematics, and science instruction reflect what is known about effective teaching?  \n2. What are the characteristics of the computer science/mathematics/science teaching force in terms of race, gender, age, content background, beliefs about teaching and learning, and perceptions of preparedness?  \n3. What are the most commonly used textbooks/programs, and how are they used?  \n4. What influences teachers’ decisions about content and pedagogy?  \n5. What formal and informal opportunities do computer science/mathematics/science teachers have for ongoing development of their knowledge and skills?  \n6. How are resources for computer science/mathematics/science education, including wellprepared teachers and course offerings, distributed among schools in different types of communities and different socioeconomic levels?  \nThe 2018 NSSME+ is based on a national probability sample of schools and science, mathematics, and computer science teachers in grades K–12 in the 50 states and the District of Columbia. The sample was designed to yield national estimates of course offerings and enrollment, teacher background preparation, textbook usage, instructional techniques, and availability and use of facilities and equipment. Every eligible school and teacher in the target population had a known, positive probability of being sampled. Details on the survey sample design, as well as data collection and analysis procedures, are included in the Report of the 2018 NSSME+ .1  \n1 Banilower, E. R., Smith, P. S., Malzahn, K. A., Plumley, C. L. , Gordon, E. M., & Hayes, M. L. (2018) . Report of the 2018 NSSME+. Chapel Hill, NC: Horizon Research, Inc. Retrieved from [http://horizon-research.com/NSSME/2018-](http://horizon-research.com/NSSME/2018-)[nssme/research-products/reports/technical-report](nssme/research-products/reports/technical-report)  \nHORIZON R","cbCailvFcw3kKT5z","https://ap.wps.com/l/cbCailvFcw3kKT5z","pdf",829747,41,"English","# Introduction\n## Research scope and survey design\n## Research questions\n## Purpose of the report and factors used in reporting","[{\"question\":\"What is the NSSME+ series and what does the 2018 study add?\",\"answer\":\"The NSSME series is a long-running set of surveys on science and mathematics education. The 2018 iteration is the sixth in the series and adds an emphasis on computer science, reflected by the “+” symbol.\"},{\"question\":\"What topics does the 2018 NSSME+ investigate?\",\"answer\":\"The study identifies trends in teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. It also examines characteristics of the teaching force and how teachers make decisions about content and pedagogy.\"},{\"question\":\"How are survey results organized in the report?\",\"answer\":\"Findings are generally presented by subject (science, mathematics, and computer science) and/or by grade range (elementary, middle, and high). Results are also reported using composite variables and factors historically associated with differences in students’ educational opportunities.\"}]","Highlights From the 2018 NSSME+ - January 2019 | PDF",1792051339,103]