Abstract
SRI Education recruited three education policy experts to contribute concept papers that explore the research and policy implications of the STEM indicators system. Together, these papers can guide policymakers, researchers, and educators through the potential implications and implementation of the STEM education indicator system. In this paper, Measuring the Quantity & Quality of the K-12 STEM Teacher Pipeline, Suzanne Wilson of University of Connecticut discusses how traditional measures of teacher preparation are only weakly related to student outcomes. Teacher preparation affects student achievement, as well as teachers’ evaluations and persistence in teaching. 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. The paper reviews state efforts and other projects designed to collect data on these indicators. An executive summary of the paper is also available.
For more on the STEM Education indicators, refer to the Developing a K-12 STEM Education Indicator System page.
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