How we use stem statistics

From the beginning, STEMpact and STEM TQ have been focused on growing positive outcomes in science, technology, engineering and math in the St. Louis area. To help our teachers, their students and our entire region improve, we place great importance on analyzing STEM statistics and affecting necessary change. An outside STEM education research professional has been working with STEM TQ to gather STEM statistics, evaluate changes over time and identify improvement areas so we can ensure progress is being made. We also gather feedback from participants in our programs, to make sure all voices are heard.

In addition to test scores and other quantitative data, we utilize a broad range from qualitative data to track progress and improvement: 

  • Student work examples
  • Lesson plans
  • Other self-created content 
  • Peer observations
  • Master Teacher observations

Feedback from STEM Teachers

"My confidence as a STEM capable teacher has grown from the beginning of the year. I recognize and vocalize STEM connections in most lessons. I am motivated when I see success within my classroom, student engagement during STEM activities and enlightened when I see students making plans for their future."  - STEM TQ Participant

"I feel much more confident in my ability to be a STEM capable teacher. I feel that I have so many more resources at my fingertips, I know where to look for resources and I feel that I have a better understanding of what our community offers with respect to STEM careers" - STEM TQ Participant

Student improvement

Data from 2013 shows that students whose teachers participated in STEM TQ were scoring higher on Missouri Assessment Program (MAP) tests in these areas. On average, students scored 10 points better on the MAP test in math and eight points better in science.  A comprehensive evaluation will be available to the public soon.


By 2018, 92 percent of STEM jobs will be for those with at least some postsecondary education and training

Center of Education Workforce