Today's students will graduate into a world ever more dependent on technology, yet our latest national assessment data highlights the need for stronger STEM (science, technology, engineering, and math) instruction. Providing all students with access to qualified STEM teachers has been a persistent issue, especially in higher-need schools. Much of the narrative in the media suggests the gap in access to quality STEM teachers between affluent and high-need schools has been worsening over time. But those stories may be missing the mark.
New research refutes this common narrative, asserting that while challenges still exist, the qualifications of the STEM teacher workforce in high-need secondary schools are surprisingly stable, or even improving. In fact, a recent study by Michael Hansen, Li Feng, David Kumar, and Nicolas Zerbino finds that the share of STEM teachers in high-need secondary schools who hold a master's degree in their subject area has increased over the past 15 years, as has the percentage of those with more than three years of experience. (It's worth noting that while most research finds that having a master's degree doesn't make teachers any more effective, subject-focused master's degrees in secondary math may be the rare exception.1149)
Despite some progress, gaps still remain between the certification of STEM teachers in higher-need and lower-need schools, especially in certain subject areas within the broad STEM header. For example, fewer teachers teaching computer science in high-need schools hold a subject-specific degree in that field than those teaching the subject in lower-need schools.
These differences have lasting effects on students. Secondary students without access to well-qualified STEM teachers are at a major disadvantage in being well-prepared to enter some of the fastest growing fields.
The findings of this study reinforce the value of building strong teacher workforce data systems. With timely and accurate data on teacher qualifications, experience, and distribution, states and districts can identify and address the largest pain points in teacher staffing. They can design and implement more nuanced recruitment, hiring, and retention strategies, including differentiated compensation for specific STEM subject areas and schools where well-qualified teachers are needed most.
While the qualifications of STEM teachers in high-need schools have improved, the work is far from done. Students in these schools still have much less access to strong teachers and instruction than their more affluent peers—in STEM subjects and in general. States and districts must continue to collect, analyze, and act on teacher workforce data and to analyze, in particular, student access to quality teachers within the different STEM subjects. Ensuring stronger STEM teachers is crucial to giving all students the opportunities they need to succeed.
New research refutes this common narrative, asserting that while challenges still exist, the qualifications of the STEM teacher workforce in high-need secondary schools are surprisingly stable, or even improving. In fact, a recent study by Michael Hansen, Li Feng, David Kumar, and Nicolas Zerbino finds that the share of STEM teachers in high-need secondary schools who hold a master's degree in their subject area has increased over the past 15 years, as has the percentage of those with more than three years of experience. (It's worth noting that while most research finds that having a master's degree doesn't make teachers any more effective, subject-focused master's degrees in secondary math may be the rare exception.1149)
Despite some progress, gaps still remain between the certification of STEM teachers in higher-need and lower-need schools, especially in certain subject areas within the broad STEM header. For example, fewer teachers teaching computer science in high-need schools hold a subject-specific degree in that field than those teaching the subject in lower-need schools.
These differences have lasting effects on students. Secondary students without access to well-qualified STEM teachers are at a major disadvantage in being well-prepared to enter some of the fastest growing fields.
The findings of this study reinforce the value of building strong teacher workforce data systems. With timely and accurate data on teacher qualifications, experience, and distribution, states and districts can identify and address the largest pain points in teacher staffing. They can design and implement more nuanced recruitment, hiring, and retention strategies, including differentiated compensation for specific STEM subject areas and schools where well-qualified teachers are needed most.
While the qualifications of STEM teachers in high-need schools have improved, the work is far from done. Students in these schools still have much less access to strong teachers and instruction than their more affluent peers—in STEM subjects and in general. States and districts must continue to collect, analyze, and act on teacher workforce data and to analyze, in particular, student access to quality teachers within the different STEM subjects. Ensuring stronger STEM teachers is crucial to giving all students the opportunities they need to succeed.