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.
Current Measures Displayed on the STEM Dashboard
Are Washington State residents aware of the term and meaning of “STEM?”
|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.||Washington STEM Survey 2017, 2015, 2013|
Are Washington high school students interested in pursuing majors that lead to STEM
|SAT test-takers indicating intended college major in a STEM field out of all SAT test-takers that indicated an intended college major.||College Board 2017 , prior reports|
How well are we preparing Washington students academically to pursue STEM-related careers?
|Number of students meeting standard for readiness in math on WaKIDS out of the number of students assessed for readiness in math on WaKIDS.||OSPI Report Card|
|Number of students meeting standard for math on Smarter Balanced Assessment for grades 3-8.||OSPI Report Card|
How well are we preparing Washington HS students academically to pursue STEM at the post-secondary-level?
|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. Note: The dashboard currently tracks AP Computer Science only and other STEM subjects and dual credit by exam programs will be added.||College Board 2017, prior reports|
What is the supply of STEM graduates from post-secondary institutions?
|STEM Degree completions by completion year, out of the total degree completions of all kinds by completion year.||IPEDS Completions Survey|
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?
|Demand for workers in STEM occupations (growth and replacement openings) minus the supply of students expected to enter STEM selected occupations.||WSAC Joint Reports and Publications|
Indicators Under Consideration or Development
In addition to annual updates to the existing measures detailed above, the STEM Alliance is working to expand the STEM Dashboard in two main ways:
- Deepen existing displays to include more detail. These include
- “WIOA Focus 14” groups with barriers to employment
- Majors, occupations and subject areas
- Education levels or grades
- Widen coverage to include displays new indicators and measures that have been identified by the STEM Alliance. The Alliance’s Data Metrics Workgroup continues to work on definitions and assessing the availability of reliable data to support them. Some examples include:
- Student readiness for college-level study in STEM
- Advanced STEM Subject Availability in Washington Districts and Schools: Number of school districts and high schools with at least one student receiving credit from an advanced course in STEM subjects out of the number of school districts in the state with high schools.
- Advanced STEM Subject Completion: Number of students receiving credit in advanced STEM subjects from OSPI Grade History.
- 21st century skills: Change in STEM fields is rapid. What skills and knowledge best prepare students to adapt to changes and opportunities in a STEM workplace? Measure to be developed based on OSPI’s and CTE-Washington’s frameworks
- PreK-12 STEM classes led by effective educators
- Teachers and school leaders with STEM-related degrees
- Post-secondary Degree Completion in STEM majors
- State and local systems to support STEM success (Collective IMPACT)
- Leveraging Funding: Evidence of increased funding and alignment of existing resources to support a common agenda and goals
- Progress: 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
For more information on STEM Dashboard data, please email email@example.com