{"id":3873,"date":"2024-12-04T18:03:57","date_gmt":"2024-12-04T18:03:57","guid":{"rendered":"https:\/\/nssmedev.horizon-research.com\/?page_id=3873"},"modified":"2024-12-04T18:10:50","modified_gmt":"2024-12-04T18:10:50","slug":"2012-nssme-status-of-high-school-chemistry","status":"publish","type":"page","link":"https:\/\/www.horizon-research.com\/NSSME\/2012-nssme-reports-articles\/2012-nssme-status-of-high-school-chemistry","title":{"rendered":"2012 NSSME: Status of High School Chemistry"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-page\" data-elementor-id=\"3873\" class=\"elementor elementor-3873\">\n\t\t\t\t<div class=\"has_eae_slider elementor-element elementor-element-3d871873 e-flex e-con-boxed e-con e-parent\" data-eae-slider=\"26968\" data-id=\"3d871873\" 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-11280b79 e-con-full e-flex e-con e-child\" data-eae-slider=\"9337\" data-id=\"11280b79\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t<div class=\"has_eae_slider elementor-element elementor-element-19d5d187 e-con-full e-flex e-con e-child\" data-eae-slider=\"35771\" data-id=\"19d5d187\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-3171479e elementor-widget elementor-widget-image\" data-id=\"3171479e\" 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\/2013\/09\/2012-NSSME-Status-of-High-School-Chemistry-1.pdf\" target=\"_blank\">\n\t\t\t\t\t\t\t<img fetchpriority=\"high\" decoding=\"async\" width=\"650\" height=\"843\" src=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/2024\/11\/Screenshot-2024-11-11-093347.png\" class=\"attachment-large size-large wp-image-2964\" alt=\"\" srcset=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/2024\/11\/Screenshot-2024-11-11-093347.png 650w, https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/2024\/11\/Screenshot-2024-11-11-093347-231x300.png 231w\" sizes=\"(max-width: 650px) 100vw, 650px\" \/>\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-4c614830 e-con-full e-flex e-con e-child\" data-eae-slider=\"76992\" data-id=\"4c614830\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t<div class=\"has_eae_slider elementor-element elementor-element-1d4eba2c e-con-full e-flex e-con e-child\" data-eae-slider=\"10532\" data-id=\"1d4eba2c\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-1d9102 elementor-widget elementor-widget-text-editor\" data-id=\"1d9102\" 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 the status of high school chemistry instruction based on the responses of 787 chemistry teachers across the United States.<\/p><p>This status report of high school chemistry teaching is organized into major topical areas:<\/p><ul><li><p>Characteristics of the teaching force;<\/p><\/li><li><p>Professional development of teachers;<\/p><\/li><li><p>Classes offered;<\/p><\/li><li><p>Instruction, in terms of time spent, objectives, and activities;<\/p><\/li><li><p>Resources available for instruction; and<\/p><\/li><li><p>Factors affecting instruction.<\/p><\/li><\/ul><p><strong>Download Report:<br \/><\/strong><a href=\"https:\/\/www.horizon-research.com\/NSSME\/wp-content\/uploads\/2013\/09\/2012-NSSME-Status-of-High-School-Chemistry-1.pdf\" target=\"_blank\" rel=\"noopener\">2012 National Survey of Science and Mathematics Education: Status of high school chemistry (PDF)<\/a><\/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-5201bcef e-flex e-con-boxed e-con e-parent\" data-eae-slider=\"7598\" data-id=\"5201bcef\" 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-1b2b19bf elementor-widget elementor-widget-text-editor\" data-id=\"1b2b19bf\" 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>Smith, P. S. (2013). <em>2012 National Survey of Science and Mathematics Education: Status of high school chemistry.<\/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 the status of high school chemistry instruction based on the responses of 787 chemistry teachers across the United States. This status report of high school chemistry teaching is organized into major topical areas: Characteristics of the teaching force; Professional development of teachers; Classes offered; Instruction, in terms of time spent, objectives, and [&hellip;]<\/p>\n","protected":false},"author":7,"featured_media":0,"parent":2929,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"footnotes":""},"class_list":["post-3873","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 the status of high school chemistry instruction based on the responses of 787 chemistry teachers across the United States.This status report of high school chemistry teaching is organized into major topical areas:Characteristics of the teaching force;Professional development of teachers;Classes offered;Instruction, in terms of time spent, objectives, and activities;Resources available for instruction; 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