K12 Mathematics Market Report 2016

 
   Single User - $1,995
   Site License (one location, 10 users) - $3,990
   Corporate License - $7,980



Published Feb 29, 2016 | 196 Pages | Pub ID: CURP5913386

K-12 Mathematics Market Report 2016

Schools have debated the best ways to instruct students in mathematics for decades. With the move to more rigorous standards and the growing acceptance of digital programs, Simba Information initiated research on the use of K-12 mathematics education resources during the 2015-2016 school year.

Simba Information's report, K-12 Mathematics Market Report 2016, looks at current trends in the elementary and secondary school mathematics market including what K-12 mathematics education resources are used most widely, as well as the selection criteria educators use to help them choose one product over another.

For K-12 Mathematics Market Report 2016, Simba partnered with MCH Strategic Data on survey directed to mathematics educators at their schools in October 2015. The report is built around the survey results with Simba Information’s ongoing research providing added context to the analysis and commentary on the current K-12 market for mathematics education resources. 

In addition to reporting survey answers in total, K-12 Mathematics Market Report 2016 contains lengthy appendices that break down answers by the grade level responsibilities of survey participants, for the four largest states and by adoption states versus open territories. This data can help K-12 mathematics education resources developers and marketers pinpoint their best opportunities.

K-12 Mathematics Market Report 2016 is a Simba Information continuation of a publication series originally offered by Education Market Research, an acquired Simba property, where relevant, results are compared with the findings from earlier reports.

Topics Covered Include:

  • Penetration of specific programs, by titles, being used in classrooms
  • Satisfaction levels with programs being used
  • Whether digital resources are replacing print
  • Whether schools are integrating math into a unified STEM curriculum
  • Whether new math standards have led to new assessments
K-12 Mathematics Market Report 2016 is valuable to providers of mathematics and/or STEM education resources, including print textbooks, etextbooks, online courses and supplementary materials. Investment and M&A professionals looking to understand areas of potential growth and where opportunities exist for new solutions also will find valuable information.
  •  
    $93.00 Included
  •  
    $110.00 Included

  • $377.00 Included
    •  
      $140.00 Included

    • $93.00 Included
      •   Position of Survey Respondents
      •   Grade Range Teach or Supervise
    •  
      $93.00 Included

    • $93.00 Included
      •   Average Respondent Expenditure by Category of Math Materials

  • $438.00 Included
    •  
      $93.00 Included

    • $295.00 Included
      •   Best Description of Core Math Curriculum Use

      • $93.00 Included
        •   Have basal/core math program

      • $93.00 Included
        •   Core Program Used

      • $93.00 Included
        •   Core Program Used, Adoption States vs. Open Territories

      • $93.00 Included
        •   Top Core Programs Used by Grade Levels

    • $93.00 Included
      •   How Recently Math Program was Adopted

    • $93.00 Included
      •   If doing over, would choose same

  • $271.00 Included
    •  
      $93.00 Included

    • $93.00 Included
      •   How students most often access core math program

    • $93.00 Included
      •   Class Time Using Digital Tools

    • $93.00 Included
      •   Math Websites Used/Recommended

    • $93.00 Included
      •   Vendor that comes to mind first for effective supplemental resources

    • $93.00 Included
      •   Program Features that Encourage Selection

  • $223.00 Included

    • $93.00 Included
      •   Progress in Integrating STEM

    • $93.00 Included
      •   Plan for Implementing STEM
    •  
      $93.00 Included

    • $93.00 Included
      •   Single Biggest Obstacle to Stem Implementation

  • $379.00 Included
    •  
      $93.00 Included
    •  
      $93.00 Included

    • $93.00 Included
      •   Progress on Implementing New Standards

    • $93.00 Included
      •   How Standards Change Teaching & Materials

    • $93.00 Included
      •   Schedule for Replacing State Exams with New Exams

    • $93.00 Included
      •   How Administering/Planning to Administer New Assessments
    •  
      $93.00 Included
  •  
    $204.00 Included

  • $1,146.00 Included
    •   STATE OF RESIDENCE
    •   REGION
    •   WHICH OF THE FOLLOWING MOST CLOSELY DESCRIBES YOUR POSITION?
    •   WITHIN WHICH GRADE RANGE DO YOU CURRENTLY TEACH OR SUPERVISE?
    •   WHICH OF THE FOLLOWINGS STATEMENTS BEST DESCRIBES YOUR MATH PROGRAM?
    •   IF YOU DO HAVE A BASAL OR CORE MATH PROGRAM YOU USE AS YOUR PRIMARY TEACHING RESOURCE, WHICH ONE IS IT?
    •   HOW RECENTLY DID YOU ADOPT THE MATH PROGRAM YOU CURRENTLY USE?
    •   IF YOU HAD IT TO DO OVER, WOULD YOU CHOOSE THE SAME PROGRAM AGAIN?
    •   WHICH MATHEMATICS PRODUCT VENDOR COMES TO MIND FIRST WHEN YOU THINK ABOUT A SOURCE OF EFFECTIVE SUPPLEMENTAL RESOURCES?
    •   HOW DO STUDENTS MOST OFTEN ACCESS YOUR CORE MATHEMATICS INSTRUCTIONAL PROGRAM?
    •   ABOUT WHAT PERCENTAGE OF MATHEMATICS CLASS TIME IS SPENT USING DIGITAL TOOLS AND/OR DIGITAL CONTENT?
    •   WHICH MATH-RELATED WEB SITES HAVE YOU USED/DO YOU RECOMMEND FOR STUDENT USE?
    •   PLEASE IDENTIFY THE THREE IDEAS OR PROGRAM FEATURES THAT WOULD MOST LIKELY ENCOURAGE YOU TO SELECT ONE MATH PROGRAM OVER ANOTHER
    •   ABOUT HOW MUCH WILL YOU SPEND THIS SCHOOL YEAR FOR MATH INSTRUCTIONAL MATERIALS PER CLASSROOM IN EACH OF THE FOLLOWING CATEGORIES AND IN TOTAL?
    •   WHERE WOULD YOU SAY YOUR SCHOOL OR DISTRICT STANDS IN TERMS OF IMPLEMENTING THE NEW COMMON CORE STATE STANDARDS (CCSS) OR NEW STATE STANDARDS?
    •   TO WHAT DEGREE WOULD YOU SAY THE NEW STANDARDS CHANGE THE WAY YOUR TEACHERS TEACH MATHEMATICS AND/OR THE CURRICULUM MATERIALS THEY USE?
    •   WHAT IS THE SCHEDULE FOR REPLACING YOUR CURRENT STATE TESTS WITH NEW EXAMS WHICH EVALUATE STUDENTS AGAINST THE NEW, MORE RIGOROUS STANDARDS?
    •   HOW IS YOUR DISTRICT ADMINISTERING/PLANNING TO ADMINISTER NEW ASSESSMENTS?
    •   WHERE WOULD YOU SAY YOUR SCHOOL OR DISTRICT STANDS IN TERMS OF INTEGRATING SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) EDUCATION INTO A SINGLE, COHESIVE CURRICULUM?
    •   IF YOU HAVE ALREADY STARTED IMPLEMENTING STEM EDUCATION, WHICH OF THE FOLLOWING BEST DESCRIBES YOUR APPROACH?
    •   WHAT WOULD YOU SAY IS THE SINGLE MOST SIGNIFICANT OBSTACLE TO IMPLEMENTATION OF STEM EDUCATION?

  • $2,007.00 Included
    •   STATE OF RESIDENCE
    •   STATE OF RESIDENCE
    •   REGION
    •   REGION
    •   WHICH OF THE FOLLOWING MOST CLOSELY DESCRIBES YOUR POSITION?
    •   WHICH OF THE FOLLOWING MOST CLOSELY DESCRIBES YOUR POSITION?
    •   WITHIN WHICH GRADE RANGE DO YOU CURRENTLY TEACH OR SUPERVISE?
    •   WITHIN WHICH GRADE RANGE DO YOU CURRENTLY TEACH OR SUPERVISE?
    •   WHICH OF THE FOLLOWINGS STATEMENTS BEST DESCRIBES YOUR MATH PROGRAM?
    •   WHICH OF THE FOLLOWINGS STATEMENTS BEST DESCRIBES YOUR MATH PROGRAM?
    •   IF YOU DO HAVE A BASAL OR CORE MATH PROGRAM YOU USE AS YOUR PRIMARY TEACHING RESOURCE, WHICH ONE IS IT?
    •   IF YOU DO HAVE A BASAL OR CORE MATH PROGRAM YOU USE AS YOUR PRIMARY TEACHING RESOURCE, WHICH ONE IS IT?
    •   HOW RECENTLY DID YOU ADOPT THE MATH PROGRAM YOU CURRENTLY USE?
    •   HOW RECENTLY DID YOU ADOPT THE MATH PROGRAM YOU CURRENTLY USE?
    •   IF YOU HAD IT TO DO OVER, WOULD YOU CHOOSE THE SAME PROGRAM AGAIN?
    •   IF YOU HAD IT TO DO OVER, WOULD YOU CHOOSE THE SAME PROGRAM AGAIN?
    •   WHICH MATHEMATICS PRODUCT VENDOR COMES TO MIND FIRST WHEN YOU THINK ABOUT A SOURCE OF EFFECTIVE SUPPLEMENTAL RESOURCES?
    •   WHICH MATHEMATICS PRODUCT VENDOR COMES TO MIND FIRST WHEN YOU THINK ABOUT A SOURCE OF EFFECTIVE SUPPLEMENTAL RESOURCES?
    •   HOW DO STUDENTS MOST OFTEN ACCESS YOUR CORE MATHEMATICS INSTRUCTIONAL PROGRAM?
    •   HOW DO STUDENTS MOST OFTEN ACCESS YOUR CORE MATHEMATICS INSTRUCTIONAL PROGRAM?
    •   ABOUT WHAT PERCENTAGE OF MATHEMATICS CLASS TIME IS SPENT USING DIGITAL TOOLS AND/OR DIGITAL CONTENT?
    •   ABOUT WHAT PERCENTAGE OF MATHEMATICS CLASS TIME IS SPENT USING DIGITAL TOOLS AND/OR DIGITAL CONTENT?
    •   WHICH MATH-RELATED WEB SITES HAVE YOU USED/DO YOU RECOMMEND FOR STUDENT USE?
    •   WHICH MATH-RELATED WEB SITES HAVE YOU USED/DO YOU RECOMMEND FOR STUDENT USE?
    •   PLEASE IDENTIFY THE THREE IDEAS OR PROGRAM FEATURES THAT WOULD MOST LIKELY ENCOURAGE YOU TO SELECT ONE MATH PROGRAM OVER ANOTHER
    •   PLEASE IDENTIFY THE THREE IDEAS OR PROGRAM FEATURES THAT WOULD MOST LIKELY ENCOURAGE YOU TO SELECT ONE MATH PROGRAM OVER ANOTHER
    •   ABOUT HOW MUCH WILL YOU SPEND THIS SCHOOL YEAR FOR MATH INSTRUCTIONAL MATERIALS PER CLASSROOM IN EACH OF THE FOLLOWING CATEGORIES AND IN TOTAL?
    •   ABOUT HOW MUCH WILL YOU SPEND THIS SCHOOL YEAR FOR MATH INSTRUCTIONAL MATERIALS PER CLASSROOM IN EACH OF THE FOLLOWING CATEGORIES AND IN TOTAL?
    •   WHERE WOULD YOU SAY YOUR SCHOOL OR DISTRICT STANDS IN TERMS OF IMPLEMENTING THE NEW COMMON CORE STATE STANDARDS (CCSS) OR NEW STATE STANDARDS?
    •   WHERE WOULD YOU SAY YOUR SCHOOL OR DISTRICT STANDS IN TERMS OF IMPLEMENTING THE NEW COMMON CORE STATE STANDARDS (CCSS) OR NEW STATE STANDARDS?
    •   TO WHAT DEGREE WOULD YOU SAY THE NEW STANDARDS CHANGE THE WAY YOUR TEACHERS TEACH MATHEMATICS AND/OR THE CURRICULUM MATERIALS THEY USE?
    •   TO WHAT DEGREE WOULD YOU SAY THE NEW STANDARDS CHANGE THE WAY YOUR TEACHERS TEACH MATHEMATICS AND/OR THE CURRICULUM MATERIALS THEY USE?
    •   WHAT IS THE SCHEDULE FOR REPLACING YOUR CURRENT STATE TESTS WITH NEW EXAMS WHICH EVALUATE STUDENTS AGAINST THE NEW, MORE RIGOROUS STANDARDS?
    •   WHAT IS THE SCHEDULE FOR REPLACING YOUR CURRENT STATE TESTS WITH NEW EXAMS WHICH EVALUATE STUDENTS AGAINST THE NEW, MORE RIGOROUS STANDARDS?
    •   HOW IS YOUR DISTRICT ADMINISTERING/PLANNING TO ADMINISTER NEW ASSESSMENTS?
    •   HOW IS YOUR DISTRICT ADMINISTERING/PLANNING TO ADMINISTER NEW ASSESSMENTS?
    •   WHERE WOULD YOU SAY YOUR SCHOOL OR DISTRICT STANDS IN TERMS OF INTEGRATING SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) EDUCATION INTO A SINGLE, COHESIVE CURRICULUM?
    •   WHERE WOULD YOU SAY YOUR SCHOOL OR DISTRICT STANDS IN TERMS OF INTEGRATING SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) EDUCATION INTO A SINGLE, COHESIVE CURRICULUM?
    •   IF YOU HAVE ALREADY STARTED IMPLEMENTING STEM EDUCATION, WHICH OF THE FOLLOWING BEST DESCRIBES YOUR APPROACH?
    •   IF YOU HAVE ALREADY STARTED IMPLEMENTING STEM EDUCATION, WHICH OF THE FOLLOWING BEST DESCRIBES YOUR APPROACH?
    •   WHAT WOULD YOU SAY IS THE SINGLE MOST SIGNIFICANT OBSTACLE TO IMPLEMENTATION OF STEM EDUCATION?
    •   WHAT WOULD YOU SAY IS THE SINGLE MOST SIGNIFICANT OBSTACLE TO IMPLEMENTATION OF STEM EDUCATION?

In this report, {{keyword[keywordTextProperty]}} appears {{keyword[keywordCountProperty]}} times. {{searchResults.STATRESULT.SUMMARY.KW[keywordTextProperty]}} appears {{searchResults.STATRESULT.SUMMARY.KW[keywordCountProperty]}} times.

We were unable to search inside this report.

Search for an exact word or phrase by placing the word or phrase in quotation marks ("market trend"). Search for different versions or tenses of a word by placing an asterisk at the end of the word (pharma*).

Please note that your term must be at least three characters long and numbers will be blocked by the # sign.