About - NSSME

About the National Survey of Science and Mathematics Education (NSSME)

The National Survey of Science and Mathematics Education (NSSME) has been a cornerstone of research on K-12 STEM (Science, Technology, Engineering, and Mathematics) education in the United States for over four decades. First conducted in 1977 by RTI International, with funding by the National Science Foundation, the NSSME series provides critical, data-driven insights into the state of STEM education, tracking trends and changes over time in key areas such as teacher qualifications, curriculum and instruction, and resources.

Horizon Research Inc., which has conducted the study since the 1985-86 iteration, was recently awarded a new NSF grant for the seventh iteration of the survey: the 2027 NSSME+. Results are expected in the fall of 2027.

Each iteration of the NSSME has built on its predecessor, updating key findings to reflect the evolving landscape of K-12 education. The data collected have been widely used by researchers, policymakers, and educators to inform decisions at the local, state, and national levels.

Comprehensive Data on K-12 STEM Education

The NSSME surveys have consistently provided a wealth of information about the state of science and mathematics education in the U.S., including: teacher qualifications and professional development; instructional practices and curricula; availability and use of teaching resources; and access to STEM education opportunities across different regions and demographic groups.

Each study has aimed to capture both the successes and challenges facing STEM education, offering a detailed snapshot of the system and highlighting areas where improvements are needed. The ongoing collection of data allows for an understanding of long-term trends and shifts in priorities, helping to ensure that STEM education in the U.S. remains responsive to the needs of students, educators, and the workforce.

A Valuable Resource for Education Stakeholders

The findings from the NSSME are widely disseminated and have been instrumental in guiding education policy, informing curriculum development, and supporting professional development initiatives. By providing a detailed, nationwide perspective on the status of K-12 STEM education, the NSSME continues to be a valuable resource for understanding the challenges and opportunities in preparing students for success in a rapidly changing world.

1977

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The 1977 NSSME

Laying the Foundation for STEM Education Insights

In 1997, the Center for Educational Research and Evaluation within what is now RTI International received NSF funding for the first National Survey of Science, Mathematics, and Social Studies Education. More than 8,000 state supervisors, superintendents, district supervisors, principals, and teachers completed the questionnaires. Topics included offered courses, instructional resources, professional development, and instructional time spend by grade level.

1985-86

The 1985-86 NSSME

A New Home for the NSSME

As late as 1983, major reports on science and mathematics education relied on data from the 1977 NSSME. In the spring of 1984, the NSF awarded what is now RTI International a grant for a new iteration of the NSSME. With the purpose of detecting and exploring trends in science and mathematics education, the 1985-86 study was designed to be similar to the 1977, with certain key differences, such as no longer including social science.

During the course of this work, Lead Investigator Iris Weiss founded Horizon Research, Inc., the new home of the NSSME

1993

The 1993 NSSME

A Deeper Dive into STEM Education

In 1993, the National Survey of Science and Mathematics Education entered its third iteration, funded by the NSF and led by Horizon Research, Inc. The study aimed to provide critical updates on K-12 STEM education, focusing on teacher background, curriculum practices, and resource availability. A total of 6,120 teachers from 1,252 schools participated, addressing key issues such as teacher preparedness, alignment with the National Science Education Standards, and barriers to effective STEM education. The 1993 survey was pivotal in exploring how teachers were responding to educational reforms and highlighted ongoing disparities in access to quality STEM instruction.

2000

The 2000 NSSME

Adapting to Change

The 2000 National Survey of Science and Mathematics Education marked the fourth iteration of this influential study, again funded by the NSF and conducted by Horizon Research, Inc. This time, the survey expanded its scope to delve deeper into how teachers were applying national reforms in their classrooms, particularly the National Science Education Standards and the Principles and Standards for School Mathematics. Over 5,700 teachers participated, providing valuable insights into how instructional practices and teacher preparation had evolved since previous surveys.

2012

The 2012 NSSME

Addressing New Realities: The 2012 NSSME Study

In 2012, the NSF-funded National Survey of Science and Mathematics Education surveyed 7,752 K-12 teachers across the U.S., marking its fifth iteration. The 2012 study added a focus on how instruction aligns with current learning theories, the influence of teacher beliefs on pedagogy, and ongoing professional development opportunities. It also explored teachers’ background, preparedness, and demographics and examined the distribution of STEM resources across different communities and socioeconomic levels. The 2012 survey provided a comprehensive snapshot of the challenges and opportunities in STEM education, highlighting the need for greater equity and reform.

2018

The 2018 NSSME+

Expanding the Scope of STEM Education Research

In 2016 NSF awarded Horizon Research Inc. a grant for the sixth iteration of the study. The 2018 NSSME+ marked an expansion of the survey’s scope, adding a focus on computer science and engineering—two rapidly growing fields in the K-12 education system. The “+” in NSSME+ underscores the study’s expanded emphasis on these critical disciplines, which are increasingly recognized as vital components of college and career readiness. The 2018 survey assessed the state of STEM education and examined trends over time, providing a robust dataset to help inform educational policy and practice in an era where STEM skills are central to the workforce.

February 2, 2014

The 2027 NSSME+

In 2024, Horizon Research Inc. was awarded a new NSF grant for the 7th iteration of the study. The work is in its initial stages, currently focusing on instrument development. Initial results are expected in the fall of 2027.