K-12 Science Market and STEM Outlook Report 2018

Table of Contents

• Methodology
• Executive Summary
• Introduction
  • Table Next Generation Science Standards States
  • Trends Influence Purchase Decisions
  • Picking, Building, Using
• State of Science 2017-2018
  • Shifts in Supplemental Spending for Science
    • Table Estimates on Supplemental Science Spending
  • New Standards Adopted
    • Table Implementation of Next Generation Science Standards
  • Broadening Science to STEM
    • Table Progress toward Integrating Science, Technology, Engineering and Math into STEM
    • Table Approaches to Integrating Science, Technology, Engineering and Math into STEM
• Using a Core Science Program
  • Table Use of a Core Program by Subject Area
  • Table Use of a Core Program by School Level
  • Source for Core Science Program
    • Table Sources for Core Science Programs
    • Table Core Program Source by School Level
    • Table Core Program Source by Location
  • Important Attributes of Core Science Programs
    • Table Ranked Attributes of Core Science Programs, Top Three
    • Table Ranked Attributes of Core Science Programs by School Level
  • How Long Current Core Science Program Has Been in Use
    • Table How Long Current Core Science Program Has Been in Use
  • Choosing the Same Program Again
    • Table Would You Choose the Same Science Program Again?
• Additional Science Resources
  • Table Resources Used Beyond Core Science Textbook Series
  • With a Textbook, or as a Textbook Replacement
    • Table How Additional Resources are Used
  • Use of Hands-On Science Kits
    • Table Use of Hands-On Science Kits
  • Emerging Interest Areas and Resources
    • Table Interest in Emerging Science Resources
• The Shift to Digital
  • Table Science Time Spent Using Digital Tools or Content
  • Device Most Often Used for Digital Access
    • Table Device Most Often Used by Digital Access
  • Science-Related Websites Used or Recommended
    • Table Top 15 Science-Related Websites Used or Recommended
• Purchasing Outlook
  • Table Science Purchasing 2017-2018 versus 2016-2017
  • Who Makes Science Purchasing Decisions
    • Table Who Makes Science Purchasing Decisions
  • Criteria Driving Supplemental Science Purchasing
    • Table Criteria Driving Supplemental Science Purchasing
• Appendix
  • Table STATE OF RESIDENCE
  • Table STATE OF RESIDENCE
  • Table REGION
  • Table REGION
  • Table Q.1 - WHICH OF THE FOLLOWING MOST CLOSELY DESCRIBES YOUR POSITION?
  • Table Q.2 - IF YOU ARE A SCIENCE TEACHER, WHICH SPECIFIC COURSE(S) DO YOU TEACH?
  • Table Q.3 - WHAT GRADE(S) DO YOU CURRENTLY TEACH OR SUPERVISE?
  • Table Q.4 - HOW MANY YEARS OF TEACHING/SUPERVISORY EXPERIENCE DO YOU HAVE?
  • Table Q.5 - IN WHAT TYPE OF AREA IS YOUR DISTRICT LOCATED?
  • Table Q.6 - WHAT IS THE STUDENT ENROLLMENT IN YOUR DISTRICT?
  • Table Q.7 - WHAT PERCENTAGE OF STUDENTS IN YOUR DISTRICT ARE ELIGIBLE FOR FREE/REDUCED PRICE LUNCH?
  • Table Q.8 - WHERE DOES YOUR SCHOOL OR DISTRICT STAND IN TERMS OF THE NEXT GENERATION SCIENCE STANDARDS?
  • Table Q.9 - WHICH OF THE FOLLOWING STATEMENTS BEST DESCRIBES YOUR SCIENCE PROGRAM?
  • Table Q.10 - IF YOU DO HAVE A CORE SCIENCE PROGRAM, WHICH ONE DO YOU USE AS YOUR PRIMARY TEACHING RESOURCE? FILTER: HAVE A CORE SCIENCE PROGRAM
  • Table Q.11 - WHAT IN YOUR VIEW IS THE MOST IMPORTANT ATTRIBUTE OF A CORE SCIENCE PROGRAM? ATTRIBUTE RANKED FIRST
  • Table Q.11 - WHAT IN YOUR VIEW IS THE MOST IMPORTANT ATTRIBUTE OF A CORE SCIENCE PROGRAM? ATTRIBUTE RANKED SECOND
  • Table Q.11 - WHAT IN YOUR VIEW IS THE MOST IMPORTANT ATTRIBUTE OF A CORE SCIENCE PROGRAM? ATTRIBUTE RANKED THIRD
  • Table Q.11 - WHAT IN YOUR VIEW IS THE MOST IMPORTANT ATTRIBUTE OF A CORE SCIENCE PROGRAM? ATTRIBUTE RANKED FOURTH
  • Table Q.11 - WHAT IN YOUR VIEW IS THE MOST IMPORTANT ATTRIBUTE OF A CORE SCIENCE PROGRAM? ATTRIBUTE RANKED FIFTH
  • Table Q.11 - WHAT IN YOUR VIEW IS THE MOST IMPORTANT ATTRIBUTE OF A CORE SCIENCE PROGRAM? ATTRIBUTE RANKED SIXTH
  • Table Q.12 - HOW RECENTLY DID YOU ADOPT THE SCIENCE PROGRAM YOU CURRENTLY USE?
  • Table Q.13 - IF YOU HAD IT TO DO OVER, WOULD YOU CHOOSE THE SAME PROGRAM AGAIN?
  • Table Q.14 - IF NOT A CORE SCIENCE TEXTBOOK SERIES, WHAT DO YOU USE AS YOUR PRIMARY TOOL TO TEACH SCIENCE?
  • Table Q.15 - IF YOU USE A HANDS-ON SCIENCE KIT CURRICULUM, WHICH ONE IS IT?
  • Table Q.16 - HOW ARE THE RESOURCES IN QUESTION 14 GENERALLY USED?
  • Table Q.17 - WHAT PERCENTAGE OF SCIENCE TIME IS SPENT USING ANY DIGITAL TOOLS AND/OR DIGITAL CONTENT?
  • Table Q.18 - WHAT DEVICE IS USED MOST OFTEN BY THE STUDENTS TO ACCESS DIGITAL TOOLS OR CONTENT?
  • Table Q.19 - WHICH SCIENCE-RELATED WEB SITES HAVE YOU USED/DO YOU RECOMMEND FOR STUDENT USE OR FOR TEACHER RESOURCES?
  • Table Q.20 - WHAT ROLE DO EACH OF THE FOLLOWING PLAY IN SCIENCE INSTRUCTION IN YOUR SCHOOL/DISTRICT: MATERIALS DEVELOPED IN SCHOOL/DISTRICT?
  • Table Q.20 - WHAT ROLE DO EACH OF THE FOLLOWING PLAY IN SCIENCE INSTRUCTION IN YOUR SCHOOL/DISTRICT: INTERNET/OPEN EDUCATION RESOURCES?
  • Table Q.20 - WHAT ROLE DO EACH OF THE FOLLOWING PLAY IN SCIENCE INSTRUCTION IN YOUR SCHOOL/DISTRICT: CODING LESSONS?
  • Table Q.20 - WHAT ROLE DO EACH OF THE FOLLOWING PLAY IN SCIENCE INSTRUCTION IN YOUR SCHOOL/DISTRICT: MAKERSPACES?
  • Table Q.20 - WHAT ROLE DO EACH OF THE FOLLOWING PLAY IN SCIENCE INSTRUCTION IN YOUR SCHOOL/DISTRICT: HANDS-ON KITS?
  • Table Q.20 - WHAT ROLE DO EACH OF THE FOLLOWING PLAY IN SCIENCE INSTRUCTION IN YOUR SCHOOL/DISTRICT: ROBOTICS?
  • Table Q.20 - WHAT ROLE DO EACH OF THE FOLLOWING PLAY IN SCIENCE INSTRUCTION IN YOUR SCHOOL/DISTRICT: VIRTUAL REALITY?
  • Table Q.20 - WHAT ROLE DO EACH OF THE FOLLOWING PLAY IN SCIENCE INSTRUCTION IN YOUR SCHOOL/DISTRICT: AUGMENTED REALITY?
  • Table Q.20 - WHAT ROLE DO EACH OF THE FOLLOWING PLAY IN SCIENCE INSTRUCTION IN YOUR SCHOOL/DISTRICT: PROJECT-BASED LEARFNING?
  • Table Q.20 - WHAT ROLE DO EACH OF THE FOLLOWING PLAY IN SCIENCE INSTRUCTION IN YOUR SCHOOL/DISTRICT: 3-D PRINTING?
  • Table Q.21 - WHERE WOULD YOU SAY YOUR SCHOOL OR DISTRICT STANDS IN TERMS OF INTEGRATING SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) EDUCATION INTO A COHESIVE CURRICULUM?
  • Table Q.22 - IF YOU HAVE ALREADY STARTED IMPLEMENTING STEM EDUCATION, WHICH OF THE FOLLOWING BEST DESCRIBES YOUR APPROACH?
  • Table Q.23 - WHO IN YOUR SCHOOL OR DISTRICT MAKES DECISIONS ABOUT THE PURCHASE OF SCIENCE/STEM MATERIALS?
  • Table Q.24 - WILL YOUR PURCHASES FOR SCIENCE/STEM MATERIALS INCREASE IN 2017-18 COMPARED TO 2016-17?
  • Table Q.25 - IN SELECTING SUPPLEMENTAL SCIENCE/STEM MATERIALS, APART FROM FIT WITH YOUR STUDENTS' NEEDS, WHAT ARE THE MOST IMPORTANT CRITERIA DIRVING YOUR BUYING DECISION?
  • Table Q.26 - ABOUT HOW MUCH WILL YOU PERSONALLY SPEND THIS SCHOOL YEAR FOR SCIENCE INSTRUCTIONAL MATERIALS (EXCLUDING TEXTBOOKS) PER CLASSROOM, INCLUDING FUNDS FROM THE SCHOOL BUDGET, PARENT ORGANIZATIONS, FUND-RAISING, AND PERSONAL FUNDS, IN EACH OF THE FOLLOWING CATEGORIES AND IN TOTAL? (SUMMARY OF AVERAGES)

Abstract

K-12 Science Market and STEM Outlook Report 2018

K-12 Science Market and STEM Outlook provides information on the curriculum materials used by educators for science instruction in U.S. classrooms. The 2018 report is one of a series of annual reports from Simba Information providing data on the choices schools are making as they select resources for core K-12 subjects.

The information and analysis contained in this report will help science product developers and marketers learn more about K-12 science instruction so they can sharpen the focus of their product plans.

K-12 Science Market and STEM Outlook is based on a survey of educators during the 2017-2018 school year. Those educators included classroom teachers, science teachers, science department chairs and instruction/curriculum supervisors.

Data provided in this report includes:

• who are the leading providers of core programs for science instruction;
• how much of science instruction time is spent using digital tools or content;
• what are the most important criteria when science curriculum materials are selected.

K-12 Science Market and STEM Outlook provides additional insight on:

• the extent to which Next Generation Science Standards have been adopted, and how they are being implemented;
• whether schools are integrating science, technology, engineering and math curriculum into a single STEM curriculum, and the methods used to accomplish that;
• the level of interest among science educators in emerging areas, including coding, robotics and virtual reality.