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Surveys Appear to Be the Most Plausible Method for Measuring Exposure to STEM Content and Practices Across the United States at This Time

• Surveys are relatively inexpensive and can be deployed fairly easily for large-scale data collection.

Technology-Based Learning Systems, Particularly Simulations, Have Potential to Support Future STEM Indicator Measurement Efforts

• New applications of instructional technology offer the possibility of novel data-collection approaches that could gather detailed information on what students are doing and how much time they spend doing it.

The Use of Technology-Based Learning Systems for Large-Scale Measurement Is Likely to Be Limited Because of Variability Across Schools in the Computer-Based Tools and Other Instructional Materials That Are Adopted and Used

• One major factor that will hinder large-scale adoption is the substantial diversity of software products used across schools, along with inconsistency in how data are collected and how the software reports them.

STEM Practices, Such as Those Identified in the Common Core State Standards for Math and the Next Generation Science Standards, Are Enacted Differently in Different Content Areas

• For a large-scale indicator system, measures of these practices are likely to require sampling across classrooms or schools to capture different content areas without overburdening respondents.

Some Opportunities to Engage in STEM Content and Practices Occur Outside of Traditional Courses

• Out-of-school opportunities to engage in STEM learning are common, particularly in such areas as robotics.