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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
SOURCE: U.S. Department of Education, 2015-2017
*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
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7/29/2019 Vital Signs | Education Commission of the States
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
SOURCE: U.S. Department of Education, 2001-2015
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
*Data not available or reporting requirements not met.
Indiana United States
For the complete state report, methodology, and sources, see vitalsignsecs.org (vitalsignsecs.org)
vitalsigns.ecs.org/state/indiana/print 2/4
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7/29/2019 Vital Signs | Education Commission of the States
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.
White Black Hispanic
>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.
White Black Hispanic
>50% Black/Hispanic Schools
SOURCE: U.S. Department of Education 2015
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.
White Black Hispanic
SOURCE: U.S. Department of Education 2017
*Data not available or reporting requirements not met.
vitalsigns.ecs.org/state/indiana/print 3/4
7/29/2019 Vital Signs | Education Commission of the States
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
Indiana United States
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
Indiana United States
Perc
enta
ge
White Black Hispanic
>50% Black/Hispanic Schools
SOURCE: U.S. Department of Education, 2015 Perc
enta
ge 75 68% 66% 65% 62% 59% 58% 55% 55%
50
25
0
Indiana United States
White Black Hispanic
>50% Black/Hispanic Schools
*Data not available or reporting requirements not met. SOURCE: U.S. Department of Education, 2015
For the complete state report, methodology, and sources, see vitalsignsecs.org (vitalsignsecs.org)
Education Commission of the States serves as a partner to state policymakers by providing personalized
support and helping education leaders come together and learn from one another. Through our programs and
services, policymakers gain the insight and experience needed to create effective education policy.
Education Commission of the States, 700 Broadway, Suite 810, Denver, CO 80203, 303.299.3600
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