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It also analyzes computer science performance, teacher characteristics, post–high school STEM transitions, and high school students’ STEM experiences, with emphasis on technology use and education during COVID-19.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/k12-education-elementary-and-secondary-stem-education/585630/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/k12-education-elementary-and-secondary-stem-education/585630.png","ImageObject",300,407,{"name":42,"@type":43},"Alex Sinclair","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the report cover regarding K–12 STEM education?","Question",{"text":63,"@type":64},"It covers student learning in mathematics and science, national and international achievement trends, computer science performance, and the STEM teacher workforce.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the report treat international comparisons?",{"text":68,"@type":64},"It includes international comparisons of mathematics and science performance and also evaluates international comparisons of computer science performance.",{"name":70,"@type":61,"acceptedAnswer":71},"What focus does the report place on COVID-19?",{"text":72,"@type":64},"It addresses online education in STEM and the impact of COVID-19, including education during COVID-19 and how students and teachers used technology prior to COVID-19.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},585630,1792062409,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},1099523882182,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","K–12 Education   \nElementary and Secondary STEM Education  \nNSB-2021-1  \nJuly 08, 2021  \nThis publication is part of the Science and Engineering Indicators suite of reports. Indicators is a  \ncongressionally mandated report on the state of [the U.S. science](the U.S. science) and engineering enterprise. It is policy  \nrelevant and policy neutral. Indicators is prepared under the guidance of the National Science Board by  \nthe National Center for Science and Engineering Statistics, a federal statistical agency within the National  \nScience Foundation. With the 2020 edition, Indicators is changing from a single report to a set of  \ndisaggregated and streamlined reports published on a rolling basis. Detailed data tables will continue to  \nbe available online.  \nTable of Contents  \n\n| Executive Summary | 7 |\n| --- | --- |\n| Introduction | 9 |\n| Student Learning in Mathematics and Science | 11 |\n| National Trends in K–12 Student Achievement | 11 |\n| International Comparisons of Mathematics and Science Performance | 18 |\n| International Comparisons of Computer Science Performance | 26 |\n| Teachers of Mathematics and Science | 32 |\n| U.S. Mathematics and Science Teachers | 32 |\n| International Comparisons of Mathematics and Science Teachers | 37 |\n| Post–High School Transitions | 46 |\n| Transition to Postsecondary Education | 46 |\n| High School Students’ STEM Experience | 52 |\n| Transition to the Skilled Technical Workforce | 56 |\n| Online Education in STEM and Impact of COVID-19 | 58 |\n| Education during COVID-19 | 59 |\n| Student and Teacher Use of Technology Prior to COVID-19 | 63 |\n| Conclusion | 66 |\n| Glossary | 67 |\n| Definitions | 67 |\n| Key to Acronyms and Abbreviations | 68 |\n| References | 69 |\n| Notes | 73 |\n| Acknowledgments and Citation | 76 |\n| Acknowledgments | 76 |\n| Citation | 77 |\n\nContact Us 78  \n\n| Report Author |  | 78 |  |\n| --- | --- | --- | --- |\n| NCSES |  | 78 |  |\n| List of Sidebars |  |  |  |\n| Learning Losses and COVID-19: The Pandemic’s Potential Long-Term Impact on Students 58 |  |  |  |\n| List of Tables |  |  |  |\n| K12-1 | Average scores of students in grades 4 and 8 on the NAEP mathematics assessment and score differences, by socioeconomic status and sex within race or ethnicity: 2019 |  | 16 |\n| K12-2 | Public middle and high school teachers with selected characteristics and average annual salaries of teachers, by teaching field: 2017–18 |  | 32 |\n| K12-3 | Public middle and high school mathematics and science teachers with in-field subject-matter preparation, by teaching field and selected school characteristics: 2017–18 |  | 34 |\n| K12-4 | Public middle and high school mathematics and science teachers who are White, Black, or Hispanic, by teaching field and minority enrollment in school: 2017–18 |  | 37 |\n| K12-5 | Among fall 2009 students in grade 9 who took a mathematics or science course in 2012, percentage reporting various reasons for taking it, by sex and race or ethnicity: 2012 |  | 53 |\n| K12-6 | Fall 2009 students in grade 9 who agreed with various statements about their mathematics and science ability, by race or ethnicity: 2012 |  | 55 |\n| K12-7 | Average number of hours in the past week spent on home-based education in households with children enrolled in K−12 school, by selected adult characteristics: 7−12 May 2020 |  | 59 |\n| K12-8 | Adults who reported time that their children spent on all learning activities in the past week relative to a school day before the COVID-19 pandemic, by selected adult characteristics: 16−28 September 2020 |  | 60 |\n| K12-9 | Adults who reported frequency of live contact of children with their teachers in person, by phone, or by video in the past week, by selected adult characteristics: 16−28 September 2020 |  | 61 |\n| K12-10 | Adults who reported that a computer or other digital device and the Internet were always available forchildren to use at home for educational purposes, by selected adult characteristics: 7−12 May 2020 and 16−28 September 2020 |  |","cbCaic1nrvKO9wqp","https://ap.wps.com/l/cbCaic1nrvKO9wqp","pdf",1982832,78,"English","# Executive Summary\n# Introduction\n# Student Learning in Mathematics and Science\n# National Trends in K–12 Student Achievement\n# International Comparisons of Mathematics and Science Performance\n# International Comparisons of Computer Science Performance\n# Teachers of Mathematics and Science\n# Post–High School Transitions\n# Online Education in STEM and Impact of COVID-19\n# Conclusion\n# Glossary\n# Definitions\n# References\n# Notes\n# Acknowledgments and Citation","[{\"question\":\"What does the report cover regarding K–12 STEM education?\",\"answer\":\"It covers student learning in mathematics and science, national and international achievement trends, computer science performance, and the STEM teacher workforce.\"},{\"question\":\"How does the report treat international comparisons?\",\"answer\":\"It includes international comparisons of mathematics and science performance and also evaluates international comparisons of computer science performance.\"},{\"question\":\"What focus does the report place on COVID-19?\",\"answer\":\"It addresses online education in STEM and the impact of COVID-19, including education during COVID-19 and how students and teachers used technology prior to COVID-19.\"}]","K–12 Education - Elementary and Secondary STEM Education | PDF",1792055352,197]