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Science/Stem Market, Grades 3-12

Science/Stem Market, Grades 3-12

EMR/Simba Information has just released its latest (June 2015) study of the Science/STEM instructional materials market in grades 3-12, a thorough analysis of current statistics and trends, with comparisons to EMR’s prior surveys conducted in 2012, 2009, and 2005.

Discover Opportunities in the $1.1 Billion STEM Market

Science/STEM Market, June 2015, covers the estimated $1.1 billion market for textbook and non-textbook Science instructional materials and digital resources in 2014-15.

EMR’s survey was designed to answer critical questions about Science instruction in terms of preferred strategies and materials most frequently used. Areas investigated include which textbooks, supplemental materials and publishers are used most often at different grade levels and how they are perceived by teachers, the level of discretionary funds spent on supplemental texts, workbooks, teacher resource materials, online/digital content, assessments, and other non-textbook materials and programs, and the progress of NGSS and STEM at different grade levels and within each of the five regions of the country.

Science/STEM Market Trends:

  • EMR’s survey data indicates that the market share owned by the core Science textbook is slipping. There has been a 10-point decline in textbook usage compared to EMR’s 2012 survey results, most of which is coming from grades 9-12.
  • It appears that NGSS and STEM are making very slow progress. Looking at the numbers, 16.1% of all survey respondents have fully implemented NGSS, at least at some grade levels, but the majority (73.2%) are still in the early planning or early implementation stage, or have not addressed NGSS at all.
  • On the STEM side, the majority (50.9%) have achieved some degree of implementation, while 44.3% are still far from implementation. However, that represents a significant improvement compared to EMR’s 2012 survey findings.
  • The shift to digital continues to gain momentum. The survey data shows that 45.4% of the Science classrooms are now “high digital”, with another 25.7% “medium digital”. That leaves just 28.8% at the “low digital” level.
  • Science expenditures and market size seem to be in a holding pattern dating back to 2009. The market size for non-textbook Science instructional materials, in grades 3-12, is approximately $669 million in the 2014-15 school year. That is a very modest increase compared with EMR’s 2011-12 school year survey estimate of $660 million.
  • Factoring in an estimated $400 million for grades 3-12 Science textbooks brings the 2014-15 market total to around $1.069 billion for all Science instructional materials, a negligible three-year gain in the segment compared to EMR’s survey estimate of $1.068 billion in 2011-12.
If you have questions about the current state of the Science/STEM market, and where the demand is highest for new curriculum materials, digital products and services, and/or NGSS- and STEM-related professional development, this report has the answers.

If you need to know which Science textbooks, hands-on programs, web sites, and publishers are most popular, and how much is being spent, by a number of product categories and in total, you should order this report now!


  • EXECUTIVE SUMMARY
  • INTRODUCTION
  • METHOD
  • ANALYSIS OF SURVEY RESULTS
    • Response Rates And Demographics Of Survey Sample
    • The Current Role Of The Core Science Program
    • Science Programs Currently Adopted
      • Table Most Frequently Cited Science Programs, Overall Survey Sample
      • Table Most Frequently Cited Science Programs, Grades 3-5
      • Table Most Frequently Cited Science Programs, Grades 6-8
      • Table Most Frequently Cited Science Programs, Grades 9-12
      • Table Most Frequently Cited Science Titles For General Science
      • Table Most Frequently Cited Science Titles For Earth Science
      • Table Most Frequently Cited Science Titles For Physical Science
      • Table Most Frequently Cited Science Titles For Life Science
      • Table Most Frequently Cited Science Titles For Biology
      • Table Most Frequently Cited Science Titles For Chemistry
    • Age Of Currently Adopted Programs
      • Table Average Age Of Currently Adopted Core Science Programs, Historical Trend
    • Level Of Satisfaction With Currently Adopted Science Programs
    • Buying Or Renting Used Textbooks In The Science Curriculum Area
      • Table Replacement Science Textbooks Purchased Per Year
      • Table Percent Of Replacement Science Textbooks Bought As Used Books
    • The Current Role Of Hands-On Science Programs
      • Table Most Frequently Cited Hands-On Science Programs
    • Ranking Of Sources For Science Supplies And Equipment
      • Table Most Frequently Cited Science Supplies/Equipment Vendors
    • Effects Of Next Generation Science Standards (NGSS) On The Science Curriculum Area
      • Table Progress Implementing Next Generation Science Standards
      • Table District Plans To Handle Administration Of New CCSS And NGSS Assessments
    • Types Of Materials Used On A Frequent Basis
      • Table Types Of Materials Used On A Frequent Basis - Books/Print Materials
      • Table Types Of Materials Used On A Frequent Basis - Audiovisual
      • Table Types Of Materials Used On A Frequent Basis - Activities
      • Table Types Of Materials Used On A Frequent Basis - Reference
      • Table Types Of Materials Used On A Frequent Basis - Digital Resources
      • Table Types Of Materials Used On A Frequent Basis - Teacher Resource
    • The Shift To Digital Resources In The Science Market Segment
      • Table Science Class Time Allocated To Using Digital Tools And/Or Digital Content
      • Table High-Digital Use Subgroups
      • Table Science Class Time Allocated To Using Interactive Whiteboards
      • Table High-Interactive Whiteboard Use Subgroups
      • Table Science Class Time Allocated To Using Tablets/Chromebooks/Mobile Devices
    • Favorite Science-Related Web Sites For Student Use And For Teacher Resources
      • Table Favorite Science-Related Web Sites
    • STEM Education
      • Table STEM Education Implementation Level
      • Table Approaches To Implementing STEM Education
      • Table Obstacles Preventing Rapid STEM Implementation
      • Table Leaders In The STEM Education Field
    • STEM- And NGSS-Related Professional Development Needs
      • Table Demand For STEM-Related Professional Development
      • Table Demand For Professional Development To Help Implement NGSS
      • Table Most Effective Providers Of NGSS- Or STEM-Related Professional Development
    • Expenditures For Science Instructional Materials And Market Size
      • Table Average Classroom Expenditure By Type Of Material
      • Table Historical Estimates Of Science Materials Spending, Selected Years 2005-06 To 2014-15
    • Adoption vs. Open Territory States: Comparison Of Educator Behaviors
      • Table Science Core Program Usage, Adoption vs. Open Territory States
      • Table Science Core Program Usage, Comparison Of Four Large States
      • Table Science Program Satisfaction Level, Adoption vs. Open Territory States
      • Table Science Program Satisfaction Level, Comparison Of Four Large States
      • Table Science Program Age, Comparison Of Four Large States
      • Table Purchased Of Used Textbooks, Adoption vs. Open Territory States
      • Table Hands-On Program Usage, Comparison Of Four Large States
      • Table Digital Resource Usage, Comparison Of Four Large States
      • Table NGSS Implementation Status, Comparison Of States
      • Table STEM Implementation Status, Comparison Of States
      • Table High Demand For STEM-Related PD, Comparison Of Four Large States
      • Table Profile Of Science Program Usage & Preferences, Adoption vs. Open Territory States
  • SUMMARY AND CONCLUSIONS
    • Table Average Age Of Currently Adopted Core Science Programs, Historical Trend
    • Table Progress Implementing Next Generation Science Standards
    • Table STEM Education Implementation Level
    • Table Science Class Time Allocated To Using Digital Tools And/Or Digital Content
    • Table Historical Estimates Of Science Materials Spending, Selected Years 2005-06 To 2014-15
    • Table Profile Of Science Program Usage & Preferences, Adoption vs. Open Territory States
  • APPENDIX: DATA TABLES
    • Table STATE OF RESIDENCE
    • Table REGION
    • Table WHICH OF THE FOLLOWING MOST CLOSELY DESCRIBES YOUR POSITION?
    • Table IF YOU ARE A SCIENCE TEACHER, WHICH SPECIFIC COURSE(S) DO YOU TEACH?
    • Table WHAT GRADE(S) DO YOU CURRENTLY TEACH OR SUPERVISE?
    • Table HOW MANY YEARS OF TEACHING/SUPERVISORY EXPERIENCE DO YOU HAVE?
    • Table IN WHAT TYPE OF AREA IS YOUR DISTRICT LOCATED?
    • Table WHICH OF THE FOLLOWING STATEMENTS BEST DESCRIBES YOUR SCIENCE PROGRAM?
    • Table IF YOU DO HAVE A CORE SCIENCE PROGRAM, WHICH ONE DO YOU USE AS YOUR PRIMARY TEACHING RESOURCE?
    • Table HOW RECENTLY DID YOU ADOPT THE SCIENCE PROGRAM YOU CURRENTLY USE?
    • Table IF YOU HAD IT TO DO OVER, WOULD YOU CHOOSE THE SAME PROGRAM AGAIN?
    • Table ON AVERAGE, HOW MANY SCIENCE TEXTBOOKS DO YOU BUY EACH YEAR TO REPLACE DAMAGED OR LOST BOOKS OR TO PROVIDE FOR ADDITIONAL STUDENTS WHO ENROLL?
    • Table ON AVERAGE, WHAT PERCENTAGE OF THE REPLACEMENT TEXTBOOKS YOU BUY (OR RENT) ARE USED BOOKS?
    • Table IF YOU DO NOT USE A CORE SCIENCE TEXTBOOK SERIES, WHAT DO YOU USE AS YOUR PRIMARY TOOL TO TEACH SCIENCE?
    • Table DO YOU PRESENTLY USE A COMMERCIALLY DEVELOPED HANDS-ON SCIENCE PROGRAM OR CURRICULUM?
    • Table IF YOU DO USE A HANDS-ON SCIENCE PROGRAM OR CURRICULUM, WHICH ONE IS IT?
    • Table WHEN YOU BUY SCIENCE SUPPLIES AND/OR EQUIPMENT, FROM WHICH OF THE FOLLOWING VENDORS DO YOU MOST PREFER TO ORDER?
    • Table WHERE WOULD YOU SAY YOUR SCHOOL OR DISTRICT STANDS IN TERMS OF IMPLEMENTING THE NEXT GENERATION SCIENCE STANDARDS (NGSS)?
    • Table TO WHAT DEGREE WOULD YOU SAY THE NEW NGSS CHANGES THE WAY TEACHERS TEACH SCIENCE AND/OR THE CURRICULUM MATERIALS THEY USE?
    • Table HOW DOES YOUR DISTRICT PLAN TO HANDLE THE ADMINISTRATION OF THE NEW CCSS AND NGSS ASSESSMENTS?
    • Table WHICH OF THE FOLLOWING TYPES OF MATERIALS DO YOU USE ON A FREQUENT BASIS TO HELP TEACH SCIENCE?
    • Table ABOUT WHAT PERCENTAGE OF YOUR SCIENCE CLASS TIME IS SPENT USING DIGITAL TOOLS AND/OR DIGITAL CONTENT?
    • Table ABOUT WHAT PERCENTAGE OF YOUR SCIENCE CLASS TIME IS SPENT USING AN INTERACTIVE WHITEBOARD?
    • Table ABOUT WHAT PERCENTAGE OF YOUR SCIENCE CLASS TIME IS SPENT WITH STUDENTS USING TABLETS OR CHROMEBOOKS, AND/OR OTHER MOBILE DEVICES?
    • Table WHICH SCIENCE-RELATED WEB SITES HAVE YOU USED/DO YOU RECOMMEND FOR STUDENT USE OR FOR TEACHER RESOURCES?
    • Table WHERE WOULD YOU SAY YOUR SCHOOL OR DISTRICT STANDS IN TERMS OF INTEGRATING SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) EDUCATION INTO A SINGLE, COHESIVE CURRICULUM?
    • Table IF YOU HAVE ALREADY STARTED IMPLEMENTING STEM EDUCATION, WHICH OF THE FOLLOWING BEST DESCRIBES YOUR APPROACH?
    • Table AT WHICH GRADE LEVEL WOULD YOU SAY IT IS BEST TO START IMPLEMENTING STEM EDUCATION?
    • Table WHAT WOULD YOU SAY ARE THE MOST SIGNIFICANT OBSTACLES PREVENTING THE RAPID IMPLEMENTATION OF STEM EDUCATION?
    • Table WHO ARE THE LEADERS IN THE STEM EDUCATION FIELD CURRENTLY PROVIDING K-12 EDUCATORS WITH APPROPRIATE RESOURCES, INSTRUCTIONAL MATERIALS, ACTIVITIES, ETC.?
    • Table WHAT IS THE LEVEL OF DEMAND IN YOUR SCHOOL/DISTRICT FOR STEM-RELATED PROFESSIONAL DEVELOPMENT?
    • Table IS THERE DEMAND SPECIFICALLY FOR PROFESSIONAL DEVELOPMENT TO HELP IMPLEMENT TO NEXT GENERATION SCIENCE STANDARDS (NGSS)?
    • Table WHICH OF THE FOLLOWING SOURCES OF FUNDING ARE YOU USING TO PAY FOR NGSS AND/OR STEM-RELATED PROFESSIONAL DEVELOPEMT? (SUMMARY OF NO FUNDING)
    • Table WHO ARE THE MOST EFFECTIVE PROVIDERS OF NGSS OR STEM-RELATED PROFESSIONAL DEVELOPMENT?
    • Table ABOUT HOW MUCH WILL YOU PERSONALLY SPEND THIS SCHOOL YEAR FOR SCIENCE INSTRUCTIONAL MATERIALS (EXCLUDING TEXTBOOKS) PER CLASSROOM, IN EACH OF THE FOLLOWING CATEGORIES AND IN TOTAL? (SUMMARY OF AVERAGES)
    • Table WHICH OF THE FOLLOWING STATEMENTS BEST DESCRIBES YOUR SCIENCE PROGRAM?
    • Table IF YOU DO HAVE A CORE SCIENCE PROGRAM, WHICH ONE DO YOU USE AS YOUR PRIMARY TEACHING RESOURCE?
    • Table HOW RECENTLY DID YOU ADOPT THE SCIENCE PROGRAM YOU CURRENTLY USE?
    • Table IF YOU HAD IT TO DO OVER, WOULD YOU CHOOSE THE SAME PROGRAM AGAIN?
    • Table ON AVERAGE, HOW MANY SCIENCE TEXTBOOKS DO YOU BUY EACH YEAR TO REPLACE DAMAGED OR LOST BOOKS OR TO PROVIDE FOR ADDITIONAL STUDENTS WHO ENROLL?
    • Table ON AVERAGE, WHAT PERCENTAGE OF THE REPLACEMENT TEXTBOOKS YOU BUY (OR RENT) ARE USED BOOKS?
    • Table DO YOU PRESENTLY USE A COMMERCIALLY DEVELOPED HANDS-ON SCIENCE PROGRAM OR CURRICULUM?
    • Table WHERE WOULD YOU SAY YOUR SCHOOL OR DISTRICT STANDS IN TERMS OF IMPLEMENTING THE NEXT GENERATION SCIENCE STANDARDS (NGSS)?
    • Table HOW DOES YOUR DISTRICT PLAN TO HANDLE THE ADMINISTRATION OF THE NEW CCSS AND NGSS ASSESSMENTS?
    • Table ABOUT WHAT PERCENTAGE OF YOUR SCIENCE CLASS TIME IS SPENT USING DIGITAL TOOLS AND/OR DIGITAL CONTENT?
    • Table WHERE WOULD YOU SAY YOUR SCHOOL OR DISTRICT STANDS IN TERMS OF INTEGRATING SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) EDUCATION INTO A SINGLE, COHESIVE CURRICULUM?
    • Table WHAT IS THE LEVEL OF DEMAND IN YOUR SCHOOL/DISTRICT FOR STEM-RELATED PROFESSIONAL DEVELOPMENT?

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