1. Overview of MASSIP Massachusetts Statewide STEM Indicators Project
Massachusetts Board of Higher Education
STEM Pipeline Fund
Overview of MASSIP Massachusetts Statewide STEM Indicators Project
Goddard Council
November 7, 2007
Slide 1: Title Slide

2. MASSIP Statement of Purpose
To annually collect, analyze, and present a set of focused, meaningful, accessible, and perennial measurements that reflect a range of educational and economic conditions that are indicative of the state of the Massachusetts STEM Pipeline.
Slide 2: MASSIP Statement of Purpose
Through the Pipeline Fund, Regional PreK-16 Networks were created to plan and implement teacher and/or student centered activities designed to address the Pipeline Fund’s goals. In addition, the BHE contracted with the University of Massachusetts Donahue Institute to conduct a variety of state-level evaluation activities in support of the Pipeline Fund. Among the tasks assigned to the Donahue Institute were the development of a statewide STEM indicators system and the creation of an annual indicators report that would serve to benchmark Massachusetts’ progress in key educational and economic areas associated with the Pipeline Fund’s goals. Recognizing the vast number of initiatives in place across Massachusetts to address various STEM educational issues, the indicators system was not intended to specifically evaluate the impact of those activities directly supported by the Pipeline Fund. Rather, it should serve as a reflection of the overall state of these combined efforts across the Commonwealth to increase the “flow” of students through a science, technology, engineering and mathematics educational “pipeline.” In future years, annual indicators’ reports should provide the basis for charting the Commonwealth’s progress as a whole in promoting STEM education at all levels.

3. Data Selection Guidelines
I. Be Focused – Each indicator should speak directly to Massachusetts’ educational and workforce status in STEM related areas.
II. Be Meaningful – Data should be useful for a wide variety of audiences and purposes.
III. Be Accessible – Data should be available at no cost through currently existing secondary sources.
IV. Be Perennial – Data should be consistently available on an annual (or other cyclical) basis.
Slide 3: Data Selection Guidelines
The MASSIP indicators were chosen in part because of the kind of data that were available on a cyclical basis at no cost. This is not to say that there are not other data available either in the form of one-time-only reports or for a cost. For example, more detailed information about a representative sample of SAT test takers is available for a fee from the College Board.
In addition, indicators were selected based on currently existing data sources. As new data sources become available (such as the K-16 database) indicators may be modified and/or added.

4. Annual MASSIP Products
Full Data Report: Technical print document primarily consisting of detailed data tables.
Associated Data Files: Spreadsheets associated with the Full Data Report that are available electronically to researchers, policy makers, practitioners, etc.
Data Highlights Report: User-friendly document of noteworthy findings and trends related to key policy areas.
Slide 4: Annual MASSIP Products
Currently available are the MASSIP 2006 report and its associated data files. It is anticipated that MASSIP 2007 and its associated data files will be available in December 2007 and the Highlights report will be available in early 2008.

5. Conceptual Model of the STEM Pipeline
Attainment in STEM of HS Graduates in MA
Employment in STEM Careers
Biological Sciences
Computer Sciences
Engineering
Health Professions
Mathematics
Physical Sciences
Eng. / Sci. Tech.
STEM Teachers
STEM Educational Opportunities
STEM
Achievement
STEM
Interest
Biological Sciences
Computer Sciences
Engineering
Health Professions
Mathematics
Physical Sciences
Eng. / Sci. Tech.
Slide 5: Conceptual Model of the STEM Pipeline
The conceptual model is presented in a linear format to describe the progression of students from the beginning of their education to their employment in STEM occupations.
Preparation in STEM of K-12 Students in MA
Completion of College STEM Majors

6. Slide 6: Outline of Indicators
I. STEM Preparation
A. Teachers
B. Educational Opportunities
II. STEM Achievement and Interest
A. General Literacy
B. National Attainment
C. Interest
III. STEM College Completions
IV. STEM Employment
V. Multi-state Comparisons
California New York
Connecticut North Carolina
Illinois Pennsylvania
Minnesota Virginia
New Jersey U.S. / Nation
Slide 6: Outline of Indicators
A detailed list of indicators is printed on the back of the Massachusetts Statewide STEM Indicators Project (MASSIP) handout. The set of comparison states consists of the states defined by the Massachusetts Technology Collaborative as Massachusetts’ primary competitors in their annual Index of the Massachusetts Innovation Economy.

7. Slide 7: Sample MASSIP Data
The following slides present a few examples of data covered in the MASSIP reports. Examples were chosen to cover a range of data sources, stages of student development, and comparisons to competitor states.

8. Source: National Assessment of Educational Progress
Time per Week Spent in Science and Math Instruction for MA 4th Grade Students (2005)
Slide 8: Time per Week Spent in Science and Math Instruction for MA 4th Grade Students
Data source: National Center for Education Statistics’ (NCES) National Assessment of Educational Progress (NAEP).
The NAEP tests are administered to fourth and eighth grade students every two years for math (and every four years for science) to representative samples of public schools in all states. In addition to the subject tests, sets of survey questions are filled out by students, teachers, and school administrators. Results for the “Time per week spent in science and math instruction” questions are self-reported by participating teachers.
Please note that, except for the “Less than 3 hours” option, the time divisions are different for science and math. Data are for 2005 as no science tests were administered in The next round of testing will be in 2009 and include both math and science.
Source: National Assessment of Educational Progress

9. Source: Department of Education
Percentage of Students Scoring Proficient or Advanced on MCAS Math and Science Tests
Slide 9: Percentage of Students Scoring Proficient or Advanced on MCAS Math and Science Tests
Data Source: Massachusetts Department of Education.
MCAS mathematics tests have been administered since 1998 at the fourth, eighth, and tenth grade levels and since 2001 at the sixth grade level. Passing the tenth grade mathematics MCAS test became mandatory for high school graduation beginning with the class of 2003 (students who were in tenth grade in Spring 2001).
MCAS general science and technology/engineering tests have been administered since 2003 at the fifth and eighth grade levels since Subject-specific testing at the tenth grade level began in Passing an MCAS tenth grade subject-specific science test will be a graduation requirement beginning with the class of 2010 (students who are in tenth grade in Spring 2008). The tenth grade science testing consists of four discrete exams: biology, chemistry, introductory physics, and technology/engineering. In order to graduate, a student will need to pass one of the four exams.
Source: Department of Education

10. Source: National Assessment of Educational Progress
4th Grade Math Scores on the National Assessment of Educational Progress
Slide 10: 4th Grade Math Scores on the National Assessment of Educational Progress
Data source: National Center for Education Statistics’ (NCES) National Assessment of Educational Progress (NAEP).
See Slide 8 for more details.
Source: National Assessment of Educational Progress

11. Percentage of SAT Test-Takers Interested in Majoring in a STEM Area in College
Slide 11: Percentage of SAT Test-Takers Interested in Majoring in a STEM Area in College
Data Source: The College Board.
At the end of the SAT exam there are a number of optional survey questions to which students are invited to respond. One set of these survey questions asks in which area does a student plan to major in college.
Please note that these data include both public and private school students.
Source: College Board

12. Source: Integrated Postsecondary Education Data System
MA Public Colleges: Total STEM Degrees as a Percentage of all Degree Completions
Slide 12: MA Public Colleges: Total STEM Degrees as a Percentage of all Degree Completions
Data Source: National Center for Education Statistics’ (NCES) Integrated Post-Secondary Education Data System (IPEDS).
All U.S. colleges (both public and private, from less-than-two-year colleges to four-year-plus universities, located in the 50 states and in U.S. territories) report institutional, financial, enrollment, completion and other data to the NCES to be included in the IPEDS database. Data can be retrieved at the national level for all possible institutions down to information for a single college. Data are available back to the early 1980’s, although it is not always complete or necessarily comparable to current data (the manner in which various majors are organized has been redefined a few times).
Source: Integrated Postsecondary Education Data System

13. Source: Integrated Postsecondary Education Data System
MA Public College Bachelor’s Degree Completions as a Percentage of all Degrees by STEM Subject
Slide 13: MA Public College Bachelor’s Degree Completions as a Percentage of all Degrees by STEM Subject
Data Source: National Center for Education Statistics’ (NCES) Integrated Post-Secondary Education Data System (IPEDS).
See Slide 12 for more details.
Source: Integrated Postsecondary Education Data System

14. Source: Integrated Postsecondary Education Data System
STEM Bachelor’s Degrees Completed by US Residents at Public Colleges as a Percentage of all BAs Completed by US Residents at Public Colleges by State ( )
Slide 14: Public College STEM Bachelor’s Degree Completions as a Percentage of all Degrees
Data Source: National Center for Education Statistics’ (NCES) Integrated Post-Secondary Education Data System (IPEDS).
Source: Integrated Postsecondary Education Data System

15. Percentage of All Employed People Who are Employed in STEM Areas
Slide 15: Total STEM Employment
Data Source: The American Community Survey.
Source: American Community Survey

16. For Further Information Contact:
Jean M. Supel, M.S. Ed. -- Research Manager
UMass Donahue Institute, Research and Evaluation Group
333 South St., Suite 400, Shrewsbury, MA 01545
Phone: Fax:
Susan H. Green, Associate Director of the STEM Pipeline Fund
Massachusetts Board of Higher Education
One Ashburton Place, Room 1401, Boston, MA 02108
Phone: Fax: