STEM Dashboard

December, 2020
March, 2022

Governor’s Vision: A Working Washington Built On Education And Innovation….Where All Washingtonians Thrive.

Increasing science, technology, engineering, and math (STEM) talent in Washington communities is imperative to fill jobs, grow the economy, and close the opportunity gaps for the next generation.

In 2013, the Legislature passed Engrossed Second Substitute House Bill 1872 (E2SHB 1872), calling for the creation of the Governor’s STEM Education Innovation Alliance (the “Governor’s STEM Alliance”). Its members were to represent a broad range of business, labor, nonprofit, and educational organizations, with the role of advising the Governor on strategic planning and the formation of effective partnerships in support of the STEM education initiatives.

Dashboards and Report

The STEM Alliance was charged with developing interactive dashboards and submitting an annual STEM Education Report Card to the Legislature in order to report on STEM economic and workforce trends, measure progress in improving STEM education in Washington, and communicate strategic priorities.

These data for Washington’s STEM (Science, Technology, Engineering and Math) Talent Supply and Demand help Washington track its progress in fueling a strong and vibrant economy in the state.

The Dashboard and Report Cards have been funded since 2016 by the National Governor’s Association and Washington State Employment Security Department’s Workforce Innovation and Opportunity Act (WIOA) grants. Additional support from the Governor’s STEM Education Innovation Alliance, Washington Student Achievement Council, Washington STEM, and the Washington state Office of Financial Management.

Calculation: Percentage of Washington residents indicating “yes” they have heard of the acronym STEM at the time of the survey, out of a random telephone sample of ~600 voters in the state of Washington.

Other findings

  • 90 percent agree every child should have access to a high-quality STEM education.
  • 90 percent agree children should be exposed to early STEM concepts from a young age.
  • 89 percent agree the next generation of Washingtonians will have more opportunities if they have strong STEM skills.
  • 89 percent support expanding the number of K-12 public schools in Washington that offer computer science classes.
  • 85 percent agree children who grew up in poverty have a better chance to break the cycle of poverty if they have a strong STEM education.
  • 83 percent agree STEM skills are in increasing demand in Washington’s economy.
  • 84 percent agree the state needs to do more to provide students and the public with information about fast growing, high paying jobs, including where they are located and the schooling and training requirements to get those jobs.

Source: ERDC staff analysis of 2019, 2017, 2015, and 2013 surveys from Washington STEM and conducted by Strategies 360 (Updated March 2019)

Calculation: SAT test-takers indicating intended college major in a STEM field out of all SAT test-takers that indicated an intended college major.

Source: ERDC staff analysis of College Board SAT Suite of Assessments Annual Reports (November 2021)

Calculation: Number of students meeting standard for readiness in math on WaKIDS out of the number of students assessed for readiness in math on WaKIDS, and number of students meeting standard for math on Smarter Balanced Assessment for grades 3-8.

Note: NO DATA FOR 2020 DUE TO COVID-19. Kindergarten readiness is measured by WaKIDS, 3-8 grade Math is measured by Smarter Balanced Assessment, and 5th and 8th grade science is measured by WCAS. Comparisons between years are not accurate due to the increasing number and diversity of students taking the WaKIDS assessment.

Source: ERDC staff analysis of OSPI Report Card (November 2019)

Calculation: Percent of students in each high school graduating class observed taking math courses beyond Algebra 2 (for example: Pre-Calculus, Calculus)

Note: Algebra 2 serves as a gatekeeping course to Calculus, which is typically a required course for students pursuing STEM degrees and careers. This data includes all types of math courses available to high school students (traditional high school courses as well as dual credit programs such as CiHS, AP/IB, and Running Start).

Source: ERDC staff analysis of OSPI Grade History, SBCTC and PCHEES Course Level Data (December 2021)

Calculation: Washington students completing the AP Exam and scoring a three or higher, out of all Washington students completing the AP Exam.

What this means: In nearly all STEM subjects, the percentage of Washington students scoring a 3 or higher is above the national average.

Source: ERDC staff analysis of College Board Advanced Placement State Summary Reports (November 2020; no data available for 2021)

Calculation: Awards conferred to students completing programs at all Title-IV-participating institutions in Washington State by academic year.

Notes: STEM and High Demand majors are designated using the ERDC crosswalk of Classification of Instructional Programs (CIP) codes. While CIP codes are a common 2-, 4-, and 6-digit framework developed at the US Department of Education and updated every 10 years, categories such as “STEM” and “High Demand” are made by various independent groups, often reflect local or program preferences, and can change more regularly. In Washington State, High employer demand programs are identified by the institutions of higher education in consultation with the Workforce Training and Education Coordinating Board and the Washington Student Achievement Council.

Source: ERDC staff analysis of IPEDS data on degrees conferred (November 2021)

For more detail on the degrees conferred by Washington’s public baccalaureate institutions, visit the Public Four Year Dashboard.

Calculation: Demand for workers in STEM occupations (growth and replacement openings) minus the supply of students expected to enter STEM selected occupations.

What this means: There are more projected annual openings for computer scientists than there are graduates in our state prepared to fill these jobs. The gap has been growing since 2006. In the 2016 skilled and educated workforce report there were 3,900 more projected to be openings for computer scientists than prepared graduates to take those jobs.

Source: WSAC staff analysis of IPEDs and the American Community Survey, ESD, SIPP, and NSCG for the Skilled and Educated Workforce Report (Updated November 2019)

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