K-12 Science Market and STEM Outlook Report 2018

K-12 Science Market and STEM Outlook Report 2018

Simba Information fielded a national survey of educators in October/November 2017 to gather up-to-date data on the state of science instruction in the U.S.

Key findings are included in K-12 Science Market and STEM Outlook Report 2018, which details:

  • What materials educators are using for science instruction
  • Where the programs used are coming from
  • Whether the use of those programs is evolving from print to digital
  • What attributes are most sought after by educators when evaluating science resources

In addition, the report provides information on whether schools are adopting the Next Generation Science Standards and the extent to which educators are integrating the teaching of science, technology, engineering and math and how that is being accomplished. The report also offers insights on emerging areas of classroom instruction such as robotics, coding and virtual reality and which devices are most often used for digital access in classrooms.

In the report, Simba Information also projects the size of the 2018 K-12 market for core science instructional materials, including textbooks in print or digital form and full-course digital or kit instructional programs. A market size estimate of the 2018 K-12 market for supplemental science materials — which includes classroom assessment, digital and print resources, curriculum-related science supplies and manipulatives — is also included.

The primary research, market data and expert analysis contained in this report will help educational publishers understand K-12 science instruction so they can stay ahead of the curve and develop effective product plans.


  • Methodology
  • Executive Summary
  • Introduction
    • Table Next Generation Science Standards States
    • Trends Influence Purchase Decisions
    • Picking, Building, Using
  • State of Science 2017-2018
    • Shifts in Supplemental Spending for Science
      • Table Estimates on Supplemental Science Spending
    • New Standards Adopted
      • Table Implementation of Next Generation Science Standards
    • Broadening Science to STEM
      • Table Progress toward Integrating Science, Technology, Engineering and Math into STEM
      • Table Approaches to Integrating Science, Technology, Engineering and Math into STEM
  • Using a Core Science Program
    • Table Use of a Core Program by Subject Area
    • Table Use of a Core Program by School Level
    • Source for Core Science Program
      • Table Sources for Core Science Programs
      • Table Core Program Source by School Level
      • Table Core Program Source by Location
    • Important Attributes of Core Science Programs
      • Table Ranked Attributes of Core Science Programs, Top Three
      • Table Ranked Attributes of Core Science Programs by School Level
    • How Long Current Core Science Program Has Been in Use
      • Table How Long Current Core Science Program Has Been in Use
    • Choosing the Same Program Again
      • Table Would You Choose the Same Science Program Again?
  • Additional Science Resources
    • Table Resources Used Beyond Core Science Textbook Series
    • With a Textbook, or as a Textbook Replacement
      • Table How Additional Resources are Used
    • Use of Hands-On Science Kits
      • Table Use of Hands-On Science Kits
    • Emerging Interest Areas and Resources
      • Table Interest in Emerging Science Resources
  • The Shift to Digital
    • Table Science Time Spent Using Digital Tools or Content
    • Device Most Often Used for Digital Access
      • Table Device Most Often Used by Digital Access
    • Science-Related Websites Used or Recommended
      • Table Top 15 Science-Related Websites Used or Recommended
  • Purchasing Outlook
    • Table Science Purchasing 2017-2018 versus 2016-2017
    • Who Makes Science Purchasing Decisions
      • Table Who Makes Science Purchasing Decisions
    • Criteria Driving Supplemental Science Purchasing
      • Table Criteria Driving Supplemental Science Purchasing
  • Appendix
    • Table STATE OF RESIDENCE
    • Table STATE OF RESIDENCE
    • Table REGION
    • Table REGION
    • Table Q.1 - WHICH OF THE FOLLOWING MOST CLOSELY DESCRIBES YOUR POSITION?
    • Table Q.2 - IF YOU ARE A SCIENCE TEACHER, WHICH SPECIFIC COURSE(S) DO YOU TEACH?
    • Table Q.3 - WHAT GRADE(S) DO YOU CURRENTLY TEACH OR SUPERVISE?
    • Table Q.4 - HOW MANY YEARS OF TEACHING/SUPERVISORY EXPERIENCE DO YOU HAVE?
    • Table Q.5 - IN WHAT TYPE OF AREA IS YOUR DISTRICT LOCATED?
    • Table Q.6 - WHAT IS THE STUDENT ENROLLMENT IN YOUR DISTRICT?
    • Table Q.7 - WHAT PERCENTAGE OF STUDENTS IN YOUR DISTRICT ARE ELIGIBLE FOR FREE/REDUCED PRICE LUNCH?
    • Table Q.8 - WHERE DOES YOUR SCHOOL OR DISTRICT STAND IN TERMS OF THE NEXT GENERATION SCIENCE STANDARDS?
    • Table Q.9 - WHICH OF THE FOLLOWING STATEMENTS BEST DESCRIBES YOUR SCIENCE PROGRAM?
    • Table Q.10 - IF YOU DO HAVE A CORE SCIENCE PROGRAM, WHICH ONE DO YOU USE AS YOUR PRIMARY TEACHING RESOURCE? FILTER: HAVE A CORE SCIENCE PROGRAM
    • Table Q.11 - WHAT IN YOUR VIEW IS THE MOST IMPORTANT ATTRIBUTE OF A CORE SCIENCE PROGRAM? ATTRIBUTE RANKED FIRST
    • Table Q.11 - WHAT IN YOUR VIEW IS THE MOST IMPORTANT ATTRIBUTE OF A CORE SCIENCE PROGRAM? ATTRIBUTE RANKED SECOND
    • Table Q.11 - WHAT IN YOUR VIEW IS THE MOST IMPORTANT ATTRIBUTE OF A CORE SCIENCE PROGRAM? ATTRIBUTE RANKED THIRD
    • Table Q.11 - WHAT IN YOUR VIEW IS THE MOST IMPORTANT ATTRIBUTE OF A CORE SCIENCE PROGRAM? ATTRIBUTE RANKED FOURTH
    • Table Q.11 - WHAT IN YOUR VIEW IS THE MOST IMPORTANT ATTRIBUTE OF A CORE SCIENCE PROGRAM? ATTRIBUTE RANKED FIFTH
    • Table Q.11 - WHAT IN YOUR VIEW IS THE MOST IMPORTANT ATTRIBUTE OF A CORE SCIENCE PROGRAM? ATTRIBUTE RANKED SIXTH
    • Table Q.12 - HOW RECENTLY DID YOU ADOPT THE SCIENCE PROGRAM YOU CURRENTLY USE?
    • Table Q.13 - IF YOU HAD IT TO DO OVER, WOULD YOU CHOOSE THE SAME PROGRAM AGAIN?
    • Table Q.14 - IF NOT A CORE SCIENCE TEXTBOOK SERIES, WHAT DO YOU USE AS YOUR PRIMARY TOOL TO TEACH SCIENCE?
    • Table Q.15 - IF YOU USE A HANDS-ON SCIENCE KIT CURRICULUM, WHICH ONE IS IT?
    • Table Q.16 - HOW ARE THE RESOURCES IN QUESTION 14 GENERALLY USED?
    • Table Q.17 - WHAT PERCENTAGE OF SCIENCE TIME IS SPENT USING ANY DIGITAL TOOLS AND/OR DIGITAL CONTENT?
    • Table Q.18 - WHAT DEVICE IS USED MOST OFTEN BY THE STUDENTS TO ACCESS DIGITAL TOOLS OR CONTENT?
    • Table Q.19 - WHICH SCIENCE-RELATED WEB SITES HAVE YOU USED/DO YOU RECOMMEND FOR STUDENT USE OR FOR TEACHER RESOURCES?
    • Table Q.20 - WHAT ROLE DO EACH OF THE FOLLOWING PLAY IN SCIENCE INSTRUCTION IN YOUR SCHOOL/DISTRICT: MATERIALS DEVELOPED IN SCHOOL/DISTRICT?
    • Table Q.20 - WHAT ROLE DO EACH OF THE FOLLOWING PLAY IN SCIENCE INSTRUCTION IN YOUR SCHOOL/DISTRICT: INTERNET/OPEN EDUCATION RESOURCES?
    • Table Q.20 - WHAT ROLE DO EACH OF THE FOLLOWING PLAY IN SCIENCE INSTRUCTION IN YOUR SCHOOL/DISTRICT: CODING LESSONS?
    • Table Q.20 - WHAT ROLE DO EACH OF THE FOLLOWING PLAY IN SCIENCE INSTRUCTION IN YOUR SCHOOL/DISTRICT: MAKERSPACES?
    • Table Q.20 - WHAT ROLE DO EACH OF THE FOLLOWING PLAY IN SCIENCE INSTRUCTION IN YOUR SCHOOL/DISTRICT: HANDS-ON KITS?
    • Table Q.20 - WHAT ROLE DO EACH OF THE FOLLOWING PLAY IN SCIENCE INSTRUCTION IN YOUR SCHOOL/DISTRICT: ROBOTICS?
    • Table Q.20 - WHAT ROLE DO EACH OF THE FOLLOWING PLAY IN SCIENCE INSTRUCTION IN YOUR SCHOOL/DISTRICT: VIRTUAL REALITY?
    • Table Q.20 - WHAT ROLE DO EACH OF THE FOLLOWING PLAY IN SCIENCE INSTRUCTION IN YOUR SCHOOL/DISTRICT: AUGMENTED REALITY?
    • Table Q.20 - WHAT ROLE DO EACH OF THE FOLLOWING PLAY IN SCIENCE INSTRUCTION IN YOUR SCHOOL/DISTRICT: PROJECT-BASED LEARFNING?
    • Table Q.20 - WHAT ROLE DO EACH OF THE FOLLOWING PLAY IN SCIENCE INSTRUCTION IN YOUR SCHOOL/DISTRICT: 3-D PRINTING?
    • Table Q.21 - WHERE WOULD YOU SAY YOUR SCHOOL OR DISTRICT STANDS IN TERMS OF INTEGRATING SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) EDUCATION INTO A COHESIVE CURRICULUM?
    • Table Q.22 - IF YOU HAVE ALREADY STARTED IMPLEMENTING STEM EDUCATION, WHICH OF THE FOLLOWING BEST DESCRIBES YOUR APPROACH?
    • Table Q.23 - WHO IN YOUR SCHOOL OR DISTRICT MAKES DECISIONS ABOUT THE PURCHASE OF SCIENCE/STEM MATERIALS?
    • Table Q.24 - WILL YOUR PURCHASES FOR SCIENCE/STEM MATERIALS INCREASE IN 2017-18 COMPARED TO 2016-17?
    • Table Q.25 - IN SELECTING SUPPLEMENTAL SCIENCE/STEM MATERIALS, APART FROM FIT WITH YOUR STUDENTS' NEEDS, WHAT ARE THE MOST IMPORTANT CRITERIA DIRVING YOUR BUYING DECISION?
    • Table Q.26 - ABOUT HOW MUCH WILL YOU PERSONALLY SPEND THIS SCHOOL YEAR FOR SCIENCE INSTRUCTIONAL MATERIALS (EXCLUDING TEXTBOOKS) PER CLASSROOM, INCLUDING FUNDS FROM THE SCHOOL BUDGET, PARENT ORGANIZATIONS, FUND-RAISING, AND PERSONAL FUNDS, IN EACH OF THE FOLLOWING CATEGORIES AND IN TOTAL? (SUMMARY OF AVERAGES)

Download our eBook: How to Succeed Using Market Research

Learn how to effectively navigate the market research process to help guide your organization on the journey to success.

Download eBook