The National Consortium of Secondary STEM Schools (NCSSS) recently released a major study of its high school members, many that are among the top-performing STEM schools in the U.S.
The Insights Survey examined NCSSS member student performance, school and board diversity, and the key issues on the minds of school administrators and teachers. The study was underwritten by the Arkansas School for Mathematics, Sciences and the Arts, an NCSSS member institution.
“It has always been assumed that NCSSS-member school students outperform the country,” said Todd Mann, executive director of NCSSS, and the results bear this out. The survey found that NCSSS-member students scored 200 points higher on SATs and 10 points higher on ACTs than the national averages for these tests. These scores may result from NCSSS-member school students taking on average 20 percent more math courses and 40 percent more science courses than the national average.”
NCSSS is a 501(c)(3) nonprofit organization that represents premier high schools focused on STEM education, affiliate universities, corporations and foundations. Its mission is to serve as a resource for these members by supporting collaboration and knowledge sharing while amplifying the importance of STEM education to policy makers, industry and education leaders across the nation and around the world.
“ASMSA is proud to partner with NCSSS for the inaugural Insights Survey,” said Corey Alderdice, ASMSA’s director who also serves as President-Elect for the NCSSS Board of Directors. "Partnerships and advocacy are key elements of ASMSA's 2025 strategic plan. ASMSA has enjoyed a rich history of collaboration and leadership with NCSSS, and we believe this research will help to create committed and vocal advocates for the importance of innovation in STEM education."
The study also found there is a trend toward higher percentages of representation of previously underrepresented groups serving on the boards of NCSSS member schools compared to the national average. The study found a strong correlation between diversity among students and faculty, suggesting that both are increasingly drawn to schools with students and faculty who look like them.
The survey also addressed “hallway conversations” that highlight front-of-mind observations and concerns for school leaders in which respondents overwhelmingly reported that students’ mental wellness was the most discussed topic at NCSSS schools. “Clearly, we have much work to do to reduce the levels of anxiety in our schools,” Mann said.
The study provided insights that can serve as a guide for NCSSS members as well as points for further exploration and discussion with program stakeholders, policymakers and industry leaders. Even with the strong outcomes highlighted, Mann believes there is a clear case for ensuring learners from diverse backgrounds have access to these STEM experiences.
“While these schools are preparing the students who will fill future STEM careers in our country, we need to expand access,” Mann said. “We need to broaden the pool of students at the beginning of the STEM pipeline by creating greater access for underrepresented communities and creating learning environments where all students and faculty feel they belong. We also need to be mindful of showcasing multiple career pathways for our STEM students upon graduation.”
Alderdice noted that findings from the Insights Survey are filling gaps in both data and research that help empower educational leaders to advocate for further investment in models of STEM education that are providing remarkable outcomes for students.
“The base of research remains limited on specialized STEM schools, and it is important that we provide stakeholders at the local, state and national levels with data that helps to reinforce why investments in these programs is critical not only to educational outcomes but also economic development.”
You can read more about the Insights Survey at https://www.ncsss.org/ncsss-survey/. NCSSS will also host two online sessions for school leaders to learn more about the survey — one on Thursday, April 27 and the other on Tuesday, May 2.