Science/Stem Market, Grades 3-12

 
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Published Jun 3, 2015 | 205 Pages | Pub ID: CURP5815245

Science/Stem Market, Grades 3-12

EMR/Simba Information has just released its latest (June 2015) study of the Science/STEM instructional materials market in grades 3-12, a thorough analysis of current statistics and trends, with comparisons to EMR’s prior surveys conducted in 2012, 2009, and 2005.

Discover Opportunities in the $1.1 Billion STEM Market

Science/STEM Market, June 2015, covers the estimated $1.1 billion market for textbook and non-textbook Science instructional materials and digital resources in 2014-15.

EMR’s survey was designed to answer critical questions about Science instruction in terms of preferred strategies and materials most frequently used. Areas investigated include which textbooks, supplemental materials and publishers are used most often at different grade levels and how they are perceived by teachers, the level of discretionary funds spent on supplemental texts, workbooks, teacher resource materials, online/digital content, assessments, and other non-textbook materials and programs, and the progress of NGSS and STEM at different grade levels and within each of the five regions of the country.

Science/STEM Market Trends:

  • EMR’s survey data indicates that the market share owned by the core Science textbook is slipping. There has been a 10-point decline in textbook usage compared to EMR’s 2012 survey results, most of which is coming from grades 9-12.
  • It appears that NGSS and STEM are making very slow progress. Looking at the numbers, 16.1% of all survey respondents have fully implemented NGSS, at least at some grade levels, but the majority (73.2%) are still in the early planning or early implementation stage, or have not addressed NGSS at all.
  • On the STEM side, the majority (50.9%) have achieved some degree of implementation, while 44.3% are still far from implementation. However, that represents a significant improvement compared to EMR’s 2012 survey findings.
  • The shift to digital continues to gain momentum. The survey data shows that 45.4% of the Science classrooms are now “high digital”, with another 25.7% “medium digital”. That leaves just 28.8% at the “low digital” level.
  • Science expenditures and market size seem to be in a holding pattern dating back to 2009. The market size for non-textbook Science instructional materials, in grades 3-12, is approximately $669 million in the 2014-15 school year. That is a very modest increase compared with EMR’s 2011-12 school year survey estimate of $660 million.
  • Factoring in an estimated $400 million for grades 3-12 Science textbooks brings the 2014-15 market total to around $1.069 billion for all Science instructional materials, a negligible three-year gain in the segment compared to EMR’s survey estimate of $1.068 billion in 2011-12.
If you have questions about the current state of the Science/STEM market, and where the demand is highest for new curriculum materials, digital products and services, and/or NGSS- and STEM-related professional development, this report has the answers.

If you need to know which Science textbooks, hands-on programs, web sites, and publishers are most popular, and how much is being spent, by a number of product categories and in total, you should order this report now!
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    • $193.00 Included
      •   Most Frequently Cited Science Programs, Overall Survey Sample
      •   Most Frequently Cited Science Programs, Grades 3-5
      •   Most Frequently Cited Science Programs, Grades 6-8
      •   Most Frequently Cited Science Programs, Grades 9-12
      •   Most Frequently Cited Science Titles For General Science
      •   Most Frequently Cited Science Titles For Earth Science
      •   Most Frequently Cited Science Titles For Physical Science
      •   Most Frequently Cited Science Titles For Life Science
      •   Most Frequently Cited Science Titles For Biology
      •   Most Frequently Cited Science Titles For Chemistry

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      •   Average Age Of Currently Adopted Core Science Programs, Historical Trend
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      •   Replacement Science Textbooks Purchased Per Year
      •   Percent Of Replacement Science Textbooks Bought As Used Books

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      •   Most Frequently Cited Hands-On Science Programs

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      •   Most Frequently Cited Science Supplies/Equipment Vendors

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      •   Progress Implementing Next Generation Science Standards
      •   District Plans To Handle Administration Of New CCSS And NGSS Assessments

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      •   Types Of Materials Used On A Frequent Basis - Books/Print Materials
      •   Types Of Materials Used On A Frequent Basis - Audiovisual
      •   Types Of Materials Used On A Frequent Basis - Activities
      •   Types Of Materials Used On A Frequent Basis - Reference
      •   Types Of Materials Used On A Frequent Basis - Digital Resources
      •   Types Of Materials Used On A Frequent Basis - Teacher Resource

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      •   Science Class Time Allocated To Using Digital Tools And/Or Digital Content
      •   High-Digital Use Subgroups
      •   Science Class Time Allocated To Using Interactive Whiteboards
      •   High-Interactive Whiteboard Use Subgroups
      •   Science Class Time Allocated To Using Tablets/Chromebooks/Mobile Devices

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      •   Favorite Science-Related Web Sites

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      •   STEM Education Implementation Level
      •   Approaches To Implementing STEM Education
      •   Obstacles Preventing Rapid STEM Implementation
      •   Leaders In The STEM Education Field

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      •   Demand For STEM-Related Professional Development
      •   Demand For Professional Development To Help Implement NGSS
      •   Most Effective Providers Of NGSS- Or STEM-Related Professional Development

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      •   Average Classroom Expenditure By Type Of Material
      •   Historical Estimates Of Science Materials Spending, Selected Years 2005-06 To 2014-15

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      •   Science Core Program Usage, Adoption vs. Open Territory States
      •   Science Core Program Usage, Comparison Of Four Large States
      •   Science Program Satisfaction Level, Adoption vs. Open Territory States
      •   Science Program Satisfaction Level, Comparison Of Four Large States
      •   Science Program Age, Comparison Of Four Large States
      •   Purchased Of Used Textbooks, Adoption vs. Open Territory States
      •   Hands-On Program Usage, Comparison Of Four Large States
      •   Digital Resource Usage, Comparison Of Four Large States
      •   NGSS Implementation Status, Comparison Of States
      •   STEM Implementation Status, Comparison Of States
      •   High Demand For STEM-Related PD, Comparison Of Four Large States
      •   Profile Of Science Program Usage & Preferences, Adoption vs. Open Territory States

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    •   Average Age Of Currently Adopted Core Science Programs, Historical Trend
    •   Progress Implementing Next Generation Science Standards
    •   STEM Education Implementation Level
    •   Science Class Time Allocated To Using Digital Tools And/Or Digital Content
    •   Historical Estimates Of Science Materials Spending, Selected Years 2005-06 To 2014-15
    •   Profile Of Science Program Usage & Preferences, Adoption vs. Open Territory States

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    •   STATE OF RESIDENCE
    •   REGION
    •   WHICH OF THE FOLLOWING MOST CLOSELY DESCRIBES YOUR POSITION?
    •   IF YOU ARE A SCIENCE TEACHER, WHICH SPECIFIC COURSE(S) DO YOU TEACH?
    •   WHAT GRADE(S) DO YOU CURRENTLY TEACH OR SUPERVISE?
    •   HOW MANY YEARS OF TEACHING/SUPERVISORY EXPERIENCE DO YOU HAVE?
    •   IN WHAT TYPE OF AREA IS YOUR DISTRICT LOCATED?
    •   WHICH OF THE FOLLOWING STATEMENTS BEST DESCRIBES YOUR SCIENCE PROGRAM?
    •   IF YOU DO HAVE A CORE SCIENCE PROGRAM, WHICH ONE DO YOU USE AS YOUR PRIMARY TEACHING RESOURCE?
    •   HOW RECENTLY DID YOU ADOPT THE SCIENCE PROGRAM YOU CURRENTLY USE?
    •   IF YOU HAD IT TO DO OVER, WOULD YOU CHOOSE THE SAME PROGRAM AGAIN?
    •   ON AVERAGE, HOW MANY SCIENCE TEXTBOOKS DO YOU BUY EACH YEAR TO REPLACE DAMAGED OR LOST BOOKS OR TO PROVIDE FOR ADDITIONAL STUDENTS WHO ENROLL?
    •   ON AVERAGE, WHAT PERCENTAGE OF THE REPLACEMENT TEXTBOOKS YOU BUY (OR RENT) ARE USED BOOKS?
    •   IF YOU DO NOT USE A CORE SCIENCE TEXTBOOK SERIES, WHAT DO YOU USE AS YOUR PRIMARY TOOL TO TEACH SCIENCE?
    •   DO YOU PRESENTLY USE A COMMERCIALLY DEVELOPED HANDS-ON SCIENCE PROGRAM OR CURRICULUM?
    •   IF YOU DO USE A HANDS-ON SCIENCE PROGRAM OR CURRICULUM, WHICH ONE IS IT?
    •   WHEN YOU BUY SCIENCE SUPPLIES AND/OR EQUIPMENT, FROM WHICH OF THE FOLLOWING VENDORS DO YOU MOST PREFER TO ORDER?
    •   WHERE WOULD YOU SAY YOUR SCHOOL OR DISTRICT STANDS IN TERMS OF IMPLEMENTING THE NEXT GENERATION SCIENCE STANDARDS (NGSS)?
    •   TO WHAT DEGREE WOULD YOU SAY THE NEW NGSS CHANGES THE WAY TEACHERS TEACH SCIENCE AND/OR THE CURRICULUM MATERIALS THEY USE?
    •   HOW DOES YOUR DISTRICT PLAN TO HANDLE THE ADMINISTRATION OF THE NEW CCSS AND NGSS ASSESSMENTS?
    •   WHICH OF THE FOLLOWING TYPES OF MATERIALS DO YOU USE ON A FREQUENT BASIS TO HELP TEACH SCIENCE?
    •   ABOUT WHAT PERCENTAGE OF YOUR SCIENCE CLASS TIME IS SPENT USING DIGITAL TOOLS AND/OR DIGITAL CONTENT?
    •   ABOUT WHAT PERCENTAGE OF YOUR SCIENCE CLASS TIME IS SPENT USING AN INTERACTIVE WHITEBOARD?
    •   ABOUT WHAT PERCENTAGE OF YOUR SCIENCE CLASS TIME IS SPENT WITH STUDENTS USING TABLETS OR CHROMEBOOKS, AND/OR OTHER MOBILE DEVICES?
    •   WHICH SCIENCE-RELATED WEB SITES HAVE YOU USED/DO YOU RECOMMEND FOR STUDENT USE OR FOR TEACHER RESOURCES?
    •   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?
    •   AT WHICH GRADE LEVEL WOULD YOU SAY IT IS BEST TO START IMPLEMENTING STEM EDUCATION?
    •   WHAT WOULD YOU SAY ARE THE MOST SIGNIFICANT OBSTACLES PREVENTING THE RAPID IMPLEMENTATION OF STEM EDUCATION?
    •   WHO ARE THE LEADERS IN THE STEM EDUCATION FIELD CURRENTLY PROVIDING K-12 EDUCATORS WITH APPROPRIATE RESOURCES, INSTRUCTIONAL MATERIALS, ACTIVITIES, ETC.?
    •   WHAT IS THE LEVEL OF DEMAND IN YOUR SCHOOL/DISTRICT FOR STEM-RELATED PROFESSIONAL DEVELOPMENT?
    •   IS THERE DEMAND SPECIFICALLY FOR PROFESSIONAL DEVELOPMENT TO HELP IMPLEMENT TO NEXT GENERATION SCIENCE STANDARDS (NGSS)?
    •   WHICH OF THE FOLLOWING SOURCES OF FUNDING ARE YOU USING TO PAY FOR NGSS AND/OR STEM-RELATED PROFESSIONAL DEVELOPEMT? (SUMMARY OF NO FUNDING)
    •   WHO ARE THE MOST EFFECTIVE PROVIDERS OF NGSS OR STEM-RELATED PROFESSIONAL DEVELOPMENT?
    •   ABOUT HOW MUCH WILL YOU PERSONALLY SPEND THIS SCHOOL YEAR FOR SCIENCE INSTRUCTIONAL MATERIALS (EXCLUDING TEXTBOOKS) PER CLASSROOM, IN EACH OF THE FOLLOWING CATEGORIES AND IN TOTAL? (SUMMARY OF AVERAGES)
    •   WHICH OF THE FOLLOWING STATEMENTS BEST DESCRIBES YOUR SCIENCE PROGRAM?
    •   IF YOU DO HAVE A CORE SCIENCE PROGRAM, WHICH ONE DO YOU USE AS YOUR PRIMARY TEACHING RESOURCE?
    •   HOW RECENTLY DID YOU ADOPT THE SCIENCE PROGRAM YOU CURRENTLY USE?
    •   IF YOU HAD IT TO DO OVER, WOULD YOU CHOOSE THE SAME PROGRAM AGAIN?
    •   ON AVERAGE, HOW MANY SCIENCE TEXTBOOKS DO YOU BUY EACH YEAR TO REPLACE DAMAGED OR LOST BOOKS OR TO PROVIDE FOR ADDITIONAL STUDENTS WHO ENROLL?
    •   ON AVERAGE, WHAT PERCENTAGE OF THE REPLACEMENT TEXTBOOKS YOU BUY (OR RENT) ARE USED BOOKS?
    •   DO YOU PRESENTLY USE A COMMERCIALLY DEVELOPED HANDS-ON SCIENCE PROGRAM OR CURRICULUM?
    •   WHERE WOULD YOU SAY YOUR SCHOOL OR DISTRICT STANDS IN TERMS OF IMPLEMENTING THE NEXT GENERATION SCIENCE STANDARDS (NGSS)?
    •   HOW DOES YOUR DISTRICT PLAN TO HANDLE THE ADMINISTRATION OF THE NEW CCSS AND NGSS ASSESSMENTS?
    •   ABOUT WHAT PERCENTAGE OF YOUR SCIENCE CLASS TIME IS SPENT USING DIGITAL TOOLS AND/OR DIGITAL CONTENT?
    •   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?
    •   WHAT IS THE LEVEL OF DEMAND IN YOUR SCHOOL/DISTRICT FOR STEM-RELATED PROFESSIONAL DEVELOPMENT?

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