National Reports on STEM Education: What Are the Implications for K-12?

in STEM Education 2.0
Get Access to Full Text

Have an Access Token?

Enter your access token to activate and access content online.

Please login and go to your personal user account to enter your access token.



Have Institutional Access?

Login with your institution. Any other coaching guidance?



While the acronym STEM has been around since the 1990s, STEM education was thrust into the spotlight in the early 2000s, with many reports that pre-dated it. Since then, there have been multitudes of national reports calling attention to the importance of STEM education and recommendations. This chapter will converge and highlight findings and recommendations across reports and consider implications for K-12 education. Specifically, this chapter identifies recent K-12 STEM reports in the United States that focus on integrated STEM which include recommendations to the field. A table of these reports and their key recommendations are presented. Four categories emerged from a synthesis of the key recommendations across national STEM reports: (1) K-12 STEM education curriculum, standards, programs, and literacy; (2) Increase number of students pursuing STEM majors and careers, with a focus on underrepresented populations; (3) Recruitment, retention, recognition, preparation, and professional development of STEM teachers; and (4) STEM education funding and research. After a discussion of these four categories, the author identifies limitations and considers implications for K-12 education. Directions for future research with suggested research questions are presented followed by concluding remarks.

STEM Education 2.0

Myths and Truths – What Has K-12 STEM Education Research Taught Us?

Table of Contents
Index Card


All Time Past Year Past 30 Days
Abstract Views 29 29 22
Full Text Views 2 2 0
PDF Downloads 3 3 0
EPUB Downloads 0 0 0