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2018 NSSME+ Compendium of Tables

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Authors: Laura M. Craven, Anna D. Bruce, Courtney L. Plumley

Date: January 2019

The 2018 NSSME+ Compendium of Tables details the results of a nationally representative survey of schools and science, mathematics, and computer science teachers in grades K-12 in the 50 states and District of Columbia. This volume contains copies of the instruments, tables of frequencies for each item on the questionnaires, and details on data collection and analysis.

2018 NSSME+ Compendium of Tables

Copyright and Usage: Horizon Research, Inc. (HRI) holds the copyright on this report. HRI grants permission for unlimited use, whether the entire report or excerpts, for non-commercial purposes. The report should be cited as follows:

Craven, L. M., Bruce, A. D., Plumley, C. L. (2019). 2018 NSSME+ compendium of tables. Chapel Hill, NC: Horizon Research, Inc.

Highlights from the 2018 NSSME+

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Date: January 2019

This report highlights some of the major findings from the 2018 NSSME+.  Six major topical areas are addressed:  (1) Teacher Background and Beliefs; (2) Science, Mathematics, and Computer Science Professional Development; (3) Science, Mathematics, and Computer Science Courses; (4) Instructional Decision Making, Objectives, and Activities; (5) Instructional Resources; and (6) Factors Affecting Instruction.

Highlights from the 2018 NSSME+

Copyright and Usage: Horizon Research, Inc. (HRI) holds the copyright on this report. HRI grants permission for unlimited use, whether the entire report or excerpts, for non-commercial purposes. The report should be cited as follows:

Horizon Research, Inc. (2019). Highlights from the 2018 NSSME+. Chapel Hill, NC: Author.

Report of the 2018 NSSME+

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Authors: Eric R. Banilower, P. Sean Smith, Kristen A. Malzahn, Courtney L. Plumley, Evelyn M. Gordon, Meredith L. Hayes

Date: December 2018

The Report of 2018 NSSME+ details the results of a survey of 7,600 science, mathematics, and computer science teachers in schools across the United States. Areas addressed include: teacher backgrounds and beliefs; science, mathematics, and computer science professional development; science, mathematics, and computer science courses; instructional objectives and activities; instructional resources; and factors affecting instruction.

Report of the 2018 NSSME+

Copyright and Usage: Horizon Research, Inc. (HRI) holds the copyright on this report. HRI grants permission for unlimited use, whether the entire report or excerpts, for non-commercial purposes. The report should be cited as follows:

Banilower, E. R., Smith, P. S., Malzahn, K. A., Plumley, C. L., Gordon, E. M., & Hayes, M. L. (2018). Report of the 2018 NSSME+. Chapel Hill, NC: Horizon Research, Inc.

Collaborative Research: An impact study to examine the efficacy of a mathematics professional development program for elementary teachers

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National Science Foundation

Project AIM-ED is a collaborative project involving Horizon Research, Inc. and the Department of Elementary Education at North Carolina State University. The project builds on the NSF-funded project “All Included in Mathematics (AIM)” to develop and research the impact of an expanded model for mathematics professional development (PD) for first and second grade teachers using web-based courseware and facilitator support.  The PD is designed for elementary teachers to learn and use mathematics discussion strategies shown to support student learning.  AIM-ED research will investigate the impact of the new PD model on teachers’ knowledge, beliefs, and mathematics teaching.  The study also examines the impact on students’ participation in mathematics discussions and content learning, with particular attention to English learning students.

PEARL: Peers Engaged As Resources for Learning

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National Science Foundation

Horizon Research, Inc. is collaborating with the Center for Developmental Science at the University of North Carolina-Chapel Hill on the PEARL project to create an interdisciplinary team to: (1) study small group work in mathematics classrooms; (2) understand the challenges involved in promoting successful small groups; and (3) determine ways to help teachers deliver on the promise of group work. The team will integrate three conceptual frameworks—Mathematics Task, Mathematics Discourse Matrix, and Peer Cultures of Effort and Achievement—to understand the challenges involved in promoting successful small group learning environments.  The PEARL study involves a carefully sequenced set of research phases to develop and test both a framework for understanding small group learning environments and strategies to help teachers support successful group work.  Results of the study will inform teacher preparation and ongoing education, mathematics teaching practice, and educational research.

2012 National Survey of Science and Mathematics Education: Status of Middle School Mathematics

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Author:  Fulkerson, W. O.

Date:  September 2013

The 2012 National Survey of Science and Mathematics Education was designed to provide up-to-date information and to identify trends in the areas of teacher background and experience, curriculum and instruction, and the availability and use of instructional resources. A total of 7,752 science and mathematics teachers in schools across the United States participated in this survey, a response rate of 77 percent.

2012 National Survey – Middle School Mathematics  (PDF, 319K)

Copyright and Usage: Horizon Research, Inc. (HRI) holds the copyright on this report. HRI grants permission for unlimited use, whether the entire report or excerpts, for non-commercial purposes. The report should be cited as follows:

Fulkerson, W. O. (2013) 2012 National Survey of Science and Mathematics Education: Status of middle school mathematics. Chapel Hill, NC: Horizon Research, Inc.