Using Indicator Data to Drive K–12 STEM Improvements in States and Districts

February 17, 2016

Drawing on his experience as a STEM education leader for Chicago Public Schools and the U.S. Department of Education, Michael Lach explores how district and state education leaders might use data from an indicator system to improve K-12 STEM education performance overall and to reduce inequities in the opportunities available to different student subgroups and communities. Lach argues that new metrics, coupled with appropriate support, can improve education.

Indicators and measures have long served a critical role in the U.S. education system. For district and state education leaders, monitoring data describe current initiatives and support informed decision-making. In Monitoring Progress Toward Successful K-12 STEM Education, the National Research Council (NRC) argues for new and enhanced indicators in science, technology, engineering, and mathematics (STEM) education

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