Science

Date: February 2020

This report focuses on trends in science education between 2012 and 2018 based on data from the 2018 NSSME+, a nationally representative survey of 7,600 science, mathematics, and computer science teachers in schools across the United States. Areas addressed in the report include: teacher backgrounds and beliefs, professional development, courses offered; instructional objectives and activities, instructional resources, and factors affecting instruction.

2018 NSSME+: Trends in U.S. Science Education from 2012 to 2018

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. HRI requires that proper attribution be given if any products or materials, in whole or part, are used. 

These reports focus on the equity of students’ access to high-quality science and mathematics education. Although not designed primarily as an equity study, the 2018 NSSME+ provides data on some indicators of the extent to which students across the nation have equitable educational opportunities. To this end, data from the study were analyzed by four factors historically associated with differences in educational opportunities. When possible, data from the 2018 and 2012 studies were compared to examine whether the magnitude of differences between groups changed across the two time points.

Are All Students Getting Equal Access to High-Quality Mathematics Education? Data From the 2018 NSSME+

Are All Students Getting Equal Access to High-Quality Science Education? Data 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. HRI requires that proper attribution be given if any products or materials, in whole or part, are used. 

Date: November 2019

This data brief focuses on science education in grades 3–5. Specifically, it compares several indicators when science is taught in two settings: (1) self-contained classrooms, where the teacher is responsible for teaching all core subjects to one group of students, and (2) non-self-contained classrooms, where a teacher teaches science to more than one group of students.

Data Brief – Self-Contained vs Non-Self-Contained Science Education

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.  HRI requires that proper attribution be given if any products or materials, in whole or part, are used.

Date: May 2019

These compendia of tables from the 2018 NSSME+ detail the results of a survey of high school biology, chemistry, and physics teachers in schools across the United States. Each report contains tables of frequencies for each item on the questionnaire, copies of the instruments, and details on data collection and analysis.

Compendium of Tables for High School Biology
Compendium of Tables for High School Chemistry
Compendium of Tables for High School Physics

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.  HRI requires that proper attribution be given if any products or materials, in whole or part, are used.