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Resources for STEM Education Support STEM teaching pathways for native-born, foreign-born, and foreign-trained STEM professionals to meet the shortages of STEM teachers and address teacher diversity goals
STEM 2026: A Vision for Innovation in STEM Education ‘Advanced STEM knowledge’ refers to science, technology, engineering and math knowledge and skills typically taught in post-secondary institutions as preparation for specialized occupations that require deeper STEM knowledge” (p 7)
Number and percentage distribution of science, technology, engineering . . . The primary purpose of the Digest of Education Statistics is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school The Digest includes a selection of data from many sources, both government and private, and draws especially on the results of surveys and activities carried out by the National Center for
Science, Technology, Engineering, and Mathematics (STEM) Education: An . . . Federal STEM education policy concerns center on broad issues—such as governance of the federal effort and broadening participation of underrepresented populations—as well as those that are specific to STEM education at the elementary, secondary, and postsecondary levels
STEM Attrition: College Students Paths Into and Out of STEM Fields It then focuses on STEM attrition, providing descriptive statistics on the rates at which students enter and leave STEM fields, comparing attrition rates in STEM and non-STEM fields, and identifying the fields to which STEM leavers moved and the characteristics of STEM leavers
Engaging Students In STEM Education Engaging students in high quality STEM education requires programs to include rigorous curriculum, instruction, and assessment, integrate technology and engineering into the science and mathematics curriculum, and also promote scientific inquiry and the engineering design process
Report on the Condition of Education 2024 NCES activities are designed to address high-priority education data needs; provide consistent, reliable, complete, and accurate indicators of education status and trends; and report timely, useful, and high-quality data to the U S Department of Education, Congress, the states, other education policymakers, practitioners, data users, and the general public Unless specifcally noted, all