{"id":2061,"date":"2020-03-26T18:08:04","date_gmt":"2020-03-26T18:08:04","guid":{"rendered":"https:\/\/horizon-research.com\/NSSME\/?page_id=2061"},"modified":"2024-12-09T17:39:57","modified_gmt":"2024-12-09T17:39:57","slug":"monitoring-progress-report","status":"publish","type":"page","link":"https:\/\/www.horizon-research.com\/NSSME\/2018-nssme-reports-articles\/monitoring-progress-report","title":{"rendered":"Monitoring Progress Report"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-page\" data-elementor-id=\"2061\" class=\"elementor elementor-2061\">\n\t\t\t\t<div class=\"has_eae_slider elementor-element elementor-element-a046cb3 e-flex e-con-boxed e-con e-parent\" data-eae-slider=\"3457\" data-id=\"a046cb3\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t<div class=\"has_eae_slider elementor-element elementor-element-64961a3d e-con-full e-flex e-con e-child\" data-eae-slider=\"44557\" data-id=\"64961a3d\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t<div class=\"has_eae_slider elementor-element elementor-element-15c5aee9 e-con-full e-flex e-con e-child\" data-eae-slider=\"53538\" data-id=\"15c5aee9\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-21699a49 elementor-widget elementor-widget-image\" data-id=\"21699a49\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"image.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/2020\/03\/Monitoring-Progress-Report.pdf\">\n\t\t\t\t\t\t\t<img fetchpriority=\"high\" decoding=\"async\" width=\"652\" height=\"841\" src=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/2024\/11\/Screenshot-2024-11-07-132022-1.png\" class=\"attachment-large size-large wp-image-2780\" alt=\"\" srcset=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/2024\/11\/Screenshot-2024-11-07-132022-1.png 652w, https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/2024\/11\/Screenshot-2024-11-07-132022-1-233x300.png 233w\" sizes=\"(max-width: 652px) 100vw, 652px\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"has_eae_slider elementor-element elementor-element-6d4ec361 e-con-full e-flex e-con e-child\" data-eae-slider=\"93732\" data-id=\"6d4ec361\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t<div class=\"has_eae_slider elementor-element elementor-element-1c227b91 e-con-full e-flex e-con e-child\" data-eae-slider=\"94332\" data-id=\"1c227b91\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-457db7e8 elementor-widget elementor-widget-text-editor\" data-id=\"457db7e8\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p>This report describes 14 indicators for assessing and tracking the health of pre-college STEM education in the United States. The 2018 NSSME+, the sixth in the series of studies, provides an opportunity to examine the current status of the system relative to several of the indicators. This report includes relevant data from the 2018 NSSME+ for each of the applicable indicators. The report also shows comparisons between 2018 data and 2012 data (the previous iteration of the study) when available.\u00a0<\/p><p><b>Download Report:<br \/><\/b><a href=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/2020\/03\/Monitoring-Progress-Report.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Monitoring Progress Toward Successful K-12 STEM Education: A Comparison of 2018 and 2012 Data from the NSSME<\/a> (PDF, 2.68 MB)<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"has_eae_slider elementor-element elementor-element-a53f0b e-flex e-con-boxed e-con e-parent\" data-eae-slider=\"83515\" data-id=\"a53f0b\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t\t\t<div class=\"elementor-element elementor-element-f6e24d8 elementor-widget elementor-widget-text-editor\" data-id=\"f6e24d8\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><strong>Suggested Citation:<br \/><\/strong>Plumley, C. L., &amp; Banilower, E. R. (2020). <em>Monitoring progress toward successful K\u201212 STEM education: A comparison of 2018 and 2012 data from the NSSME.<\/em> Chapel Hill, NC: Horizon Research, Inc.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>This report describes 14 indicators for assessing and tracking the health of pre-college STEM education in the United States. The 2018 NSSME+, the sixth in the series of studies, provides an opportunity to examine the current status of the system relative to several of the indicators. This report includes relevant data from the 2018 NSSME+ [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":2740,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"footnotes":""},"class_list":["post-2061","page","type-page","status-publish","hentry","post"],"aioseo_notices":[],"aioseo_head":"\n\t\t<!-- All in One SEO 5.0.0.1 - aioseo.com -->\n\t<meta name=\"description\" content=\"This report describes 14 indicators for assessing and tracking the health of pre-college STEM education in the United States. The 2018 NSSME+, the sixth in the series of studies, provides an opportunity to examine the current status of the system relative to several of the indicators. 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