Washington's STEM Talent Supply and Demand Dashboard


Data presented on this website are derived from a variety of published sources. The measures were developed to link to the indicators in the Framework and with the following criteria:

  • Be Focused: Each measure should speak directly to Washington’s educational and workforce status in STEM-related areas.
  • Be Meaningful: Data should be useful to a wide variety of audiences and purposes.
  • Be Accessible: Data should be available at no (or little) cost through currently existing secondary sources.
  • Be Perennial: Data should be consistently available on an annual (or other cyclical/”regular”) basis.

Measures for some indicators are still under construction at this time. Future phases of development of this site will include the addition of new measures as well as annual updates to existing measures.

Framework Indicator

Key Questions


1: STEM awareness in Washington State Are Washington State residents aware of the term and meaning of “STEM?” [MEASURE 1.1] STEM Awareness: Percentage of Washington residents indicating “yes” they have heard of the acronym STEM at the time of the survey, out of a random telephone sample of voters in Washington. Source: Washington STEM Survey 2017, 2015, 2013
2: Student
interest in STEM fields
Are Washington high school students interested in pursuing majors that lead to STEM
[MEASURE 2.1] Student Interest in STEM: SAT test-takers indicating intended college major in a STEM field out of all SAT test-takers that indicated an intended college major. Source: College Board (2017 report, 2016 and prior reports)
3: Student
STEM achievement among PreK-12
How well are we preparing Washington students academically to pursue STEM-related careers? [MEASURE 3.1] Early Learning: Kindergarten Readiness: Number of students meeting standard for readiness in math on WaKIDS out of the number of students assessed for readiness in math on WaKIDS. Source: OSPI Report Card
[MEASURE 3.2] Smarter Balanced Assessment Math (3rd – 8th grade): Number of students meeting standard for math on Smarter Balanced Assessment for grades 3-8. Source: OSPI Report Card
4: Student
readiness for college-level study in STEM
How well are we preparing Washington HS students academically to pursue STEM at the post-secondary-level? [MEASURE 4.1 – Pending] Advanced STEM Subject Availability in Washington Districts and Schools: Number of school districts or high schools with at least one student receiving credit from an advanced course in STEM subjects, based on having at least one student receiving credit in a given year, out of the number of school districts in the state with high schools.
Source: OSPI Custom Request (Pending)
[MEASURE 4.2 – Pending] Advanced STEM Subject Completion: Number of students receiving credit in advanced STEM subjects from OSPI Grade History. Source: OSPI Custom Request (Pending)
[MEASURE 4.3] Passing Score on Advanced STEM Subject Examinations: Number of students passing with a score of 3 or higher in AP STEM subjects, out of the total number of students taking the exam. Source: College Board AP Program Participation and Performance Data 2017, prior reports
Note: The dashboard currently tracks AP Computer Science only, however other STEM subjects and dual credit by exam programs may be added in future iterations.
5: 21st century skills TBD 21st century skills: Measures under development. More information from OSPI.
6: PreK-12 STEM classes led by effective educators TBD PreK-12 STEM classes led by effective educators: No Measures Yet
7: Teachers and school leaders with STEM-related degrees TBD Teachers and school leaders with STEM-related degrees: No Measures Yet
8: Graduates from postsecondary institutions with degrees in STEM fields What is the supply of STEM graduates from post-secondary institutions? [MEASURE 8.1] Post-secondary Degree Completion: STEM Degree completions by completion year, out of the total degree completions of all kinds by completion year. Source: IPEDS
9: Alignment
of STEM education programs with workforce
needs of key economic sectors
Do we have an adequate supply of STEM trained workers in Washington State to meet the demand of employers?

If not, how large is the gap now and what is it projected to be in the future? What STEM occupations/fields are in highest demand?
[MEASURE 9.1] Skills Gap: Demand for workers in STEM occupations (growth and replacement openings) minus the supply of
students expected to enter STEM selected occupations.
Source: Joint Report Reports and Publications
10: State
and local systems to support STEM success

Potential measures (examples) to be developed in the future:

Leveraging Funding

• Evidence of increased funding and alignment of existing resources to support a common agenda and goals


• State-wide policy change/enactment
• Adoption of and effective implementation of evidence-based STEM policies and practices
• Identification and transfer of best practices across the state

Systems Change

• Creation and alignment of statewide STEM Network to improve student outcomes
• Shared measurement system and use of data

Stakeholder Value

• Satisfaction with progress and backbone organization

Washington's STEM