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7/29/2019 Vital Signs | Education Commission of the States

VITAL SIGNS

INDIANA

Business leaders in Indiana cannot önd the science,

technology, engineering and mathematics (STEM)

talent they need to stay competitive. Students' lagging

performance in K-12 is a critical reason why. The good news is

that the nation's most eòective STEM education programs can

help turn the tide.

Indiana students have made progress in math over the past

decade. Yet not enough students--least of all minorities--get

the chance to learn challenging content that prepares them

for college and careers. Students of color are least likely to be

in schools that have the resources they need in math and

science, and few eighth graders of any race or ethnicity have

teachers with an undergraduate major in math or science.

INDIANA NEEDS MORE STEM TALENT STEM �elds are growing in Indiana

Between 2017 and 2027:

STEM jobs will grow Non-STEM jobs will grow

13% 7%

THE INDIANA STEM SKILLS SHORTAGE STARTS EARLY The state has made progress in math

Indiana has made some progress in K-12 math, but it still has far to go.

Trends in 8th grade math scores, 2003-2017

310

300

281 282 285 287 285

288 287 288 290

280

270

260

250

240

2003 2005 2007 2009 2011 2013 2015 2017

Indiana U.S.

SOURCE: U.S. Department of Education, 2003-2017

Students of color lag farthest behind

Closing achievement gaps must remain a priority.

Percentage of Indiana students at or above pro�cient, by race/ethnicity

54% 42% 42% 49%

32% 21% 26% 22%

11% 19% 17% 6%

4th Grade 8th Grade 4th Grade 8th Grade Math (2017) Math (2017) Science Science

(2015) (2015)

White Black Hispanic


*Data not available or reporting requirements not met.

For the complete state report, methodology, and sources, see vitalsignsecs.org (vitalsignsecs.org)

vitalsigns.ecs.org/state/indiana/print 1/4

http://vitalsigns.ecs.org/vitalsignsecs.org

https://vitalsigns.ecs.org/state/indiana/print

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INDIANA VITAL SIGNS

The state must plug the gaps in the STEM pipeline

The Indiana STEM pipeline loses young people at every level of the education

system. Some fail to graduate from high school and many do not önish

college, which narrows the pipeline of students who can gain advanced STEM

skills. The 2-year college graduation rate is particularly low. Of those students

who do graduate, few get a post-secondary degree in STEM.

What percentage of high school students graduate? (2014-2015)

86.8% 84.1%

Indiana United States

Of high school graduates who enter a 4-year degree program, what percentage graduate?

(2012-2013)

TAP INDIANA'S FEMALE AND MINORITY TALENT Together, females and minorities make up more than half of Indiana's

population, yet they are much less likely to earn STEM degrees or become

STEM professionals. Closing these gaps can pay big dividends in the state.

Women have lost ground in computing

The available talent in computer science would rise dramatically if the state

simply closed the gender gap in these subjects.

Number of computing degrees/certi�cates in Indiana

4k

3196 3148

3k 2911

2766

2076

2k 1513 1517 1480 1426 1491

1348 1264 1322 1309

1102

1k 695 740 695 731

504 581 590 530 444 440 330 371 306 391

584

0

55.4% 62.4% Men Women


Indiana United States People of color are not gaining ground in engineering degrees Of high school graduates who enter a 2-year associate's degrees program, what

percentage graduate? (2012-2013) It is critical to prepare and inspire many more students of color to pursue STEM

subjects such as computer science and engineering.

Underrepresented minorities in Indiana earning engineering degrees/certi�cates

22.4% 39.3% 20

Perc

ent 15 19%

10 6%

5

Indiana United States 0

What percentage of certi�cates and degrees is in STEM �elds? (2014-2015)

As a percentage of the college-age population

As a percentage of degrees/certificates

29.1% 25.6% SOURCE: U.S. Department of Education, 2001-2015







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INDIANA VITAL SIGNS

GIVE INDIANA STUDENTS ACCESS TO BETTER STEM LEARNING OPPORTUNITIES Lack of access to such opportunities severely limits young people's college

and career prospects.

The state should make time for elementary science

Hours per week spent on science, grades 1-4, 2015

<1 hour 1-1.9 hours 2-2.9 hours 3-3.9 hour

4+ hours100

50 38% 32% 25% 25% 18% 22% 6%

17%13% 4%

0

Indiana U.S.

The state should improve access to advanced courses

Many students lack access to such courses.

Students in Indiana high schools that do not offer challenging math and science courses,

2013/14

Calculus

Physics undefined%

White Black Hispanic Asian

American Indian/Alaskan Native

Success in Advanced Placement courses can put more students on a path to

STEM careers.

Of the high school graduating class of 2015 in Indiana:

Took AP Math Exam Scored 3+ on AP Math Exam

All Students 14% 7%

White 15% 7%

Black 7% 2%

Hispanic 12% 4%

Asian 40% 27%

American Indian/Alaskan Native 11% 4%

DEVELOP AND RETAIN TALENTED STEM TEACHERS IN INDIANA Research shows that teachers' content knowledge and teaching experience

can aòect student performance

Boost teachers' content knowledge

Eighth-graders whose math teachers have an undergraduate major in math, 2017

75

50 35%33% 33% 27%30% 30% 28% 28%

25

0

Indiana U.S.


>50% Black/Hispanic Schools

SOURCE: U.S. Department of Education 2017

Eighth-graders whose science teachers have an undergraduate major in science, 2015

100

75 56% 48%52% 50% 50%47% 46%

50 36%

25

0

Indiana U.S.




Retain excellent teachers

Minority students are most likely to have inexperienced teachers

Eighth-graders whose math teachers have 6+ years of experience teaching their subject

100 74% 60% 64% 74% 64% 67%

50

0

Indiana U.S.







INDIANA VITAL SIGNS

The state should improve access to science resources GIVE INDIANA SCHOOLS AND TEACHERS THE RESOURCES THEY NEED Eighth-graders whose schools have science labs, 2015

Teachers in the Indiana need better resources and teaching materials to

succeed.

Too many teachers lack the tools of their trade

Eighth-graders whose science teachers say they have all or most of the resources they

need, 2015 Perc

enta

ge 90% 88% 86% 100 83% 82% 81% 74% 74%

75

50

25

0


100 White Black

75 Hispanic

69% 68% 65% >50% Black/Hispanic Schools 59% 50% 50% 50%

50 SOURCE: U.S. Department of Education, 201536%

Eighth-graders whose schools report that supplies or materials for science labs are

available “to a large extent,” 2015 25

0


Perc

enta

ge



SOURCE: U.S. Department of Education, 2015 Perc

enta

ge 75 68% 66% 65% 62% 59% 58% 55% 55%

50

25

0




*Data not available or reporting requirements not met. SOURCE: U.S. Department of Education, 2015


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