The SDQC has been designed as a tool to support schools and programs in refining, improving, and supporting STEM/STEAM efforts. When used as part of a collaborative analysis and goal setting process, it has the potential to guide the thinking and decision making process.

This tool can help schools and programs analyze information and evidence in relation to three primary attributes and 10 components that are introduced in the SDQC. These attributes and components, and the related elements reflect the synthesis of research from eleven states with similar tools. The original San Diego STEM Quality Criteria Task Force (2013) and the San Diego STEAM Taskforce (2014) reviewed the work of other states and reached consensus around key attributes, components, and elements. In 2019, the San Diego County Office of Education STEAM Team revised the attributes, components, and elements to include perspectives in equity, Career and Technical Education, Computer Science, and Universal Design for Learning. These updates are included in this pre-publication draft for public feedback.

In an attempt to capture the spirit of both the education and workforce communities, the California STEM Task Force (developed the following definition and description:

K-12 STEM education encompasses the processes of critical thinking, analysis, and collaboration in which students integrate the processes and concepts in real world contexts of science, technology, engineering, and mathematics, fostering the development of STEM skills and competencies for college, career, and life. (Innovate: A Blueprint for Science, Technology, Engineering, and Mathematics, 2014)

Rodger Bybee’s seminal article, Advancing STEM Education: A 2020 Vision, clearly articulated the basis for STEM education planning, noting, “Now is the time to move beyond the slogan and make STEM literacy for all students an educational priority” (Bybee, 2010, p.31).

In keeping with Bybee’s vision, several policy, government, and educational groups have worked to identify specific goals for STEM education. These include the National Research Council Committee on Highly Successful School or Programs for K-12 STEM Education, 2011; The California Space Education and Workforce Institute, 2011; The Alliance for Regional Collaborations to Heighten Educational Success, 2008; and the California STEM Learning Network, 2013. Generally, these goals have been divided into either educational goals, such as increasing the STEM proficiency of all students, or workforce goals, such as expanding the number of students entering postsecondary education and the STEM workforce. Both sets of goals are intended to enhance the global competitiveness of the U.S. economy and help Californians achieve economic security.

A number of professional organizations in STEM have developed working definitions of STEM literacy in each of their content areas, while acknowledging the integrated and interrelated nature of STEM education. The National Governors Association, College Board, Achieve, Inc., and STEM professional organizations have recommended ways to demonstrate the connections between STEM domains:

Scientifically literate students use scientific knowledge not only in physics, chemistry, biological sciences, and earth/ space sciences to understand the natural world, but they also understand the scientific need for existing and new technologies, how new advances in scientific understanding can be engineered, and how mathematics is used to articulate and solve problems.

Technologically literate students understand that technology is the innovation with or manipulation of our natural resources to help create and satisfy human needs and also to learn how to obtain, utilize, and manage technological tools to solve science, mathematics, and engineering problems.

Students who are literate in engineering understand how past, present, and future technologies are developed through the engineering design process to solve problems. They also see how science and mathematics are used in the creation of these technologies.

Mathematically literate students not only know how to analyze, reason, and communicate ideas effectively; they can also mathematically pose, model, formulate, solve, and interpret questions and solutions in science, technology, and engineering.

Through problem/project-based learning situations, students weave together and communicate their understanding of STEM concepts. Concepts that were once taught in isolation become tangible and relevant to their daily lives. Integrated approaches to K-12 STEM education in the context of real-world issues can enhance motivation for learning and improve student interest, achievement, and persistence. These outcomes have the potential to increase the number of students who consider pursuing a STEM-related field.

Through STEM education students learn to become problem solvers, innovators, creators, and collaborators. The developers of the SDQC came to the realization that inclusion of the arts or STEAM may accomplish these goals in a more comprehensive and complete way and may expand the accessibility of STEM/STEAM concepts to more students.

The National Core Arts Standards: A Conceptual Framework for Arts Learning identifies four fundamental creative practices for the arts: imagination, investigation, construction, and reflection. The artistic process teaches students to observe patterns, perceive subtlety and nuance and to respond with curiosity and creativity. It allows them to engage with the work of others, the world around them, and their personal point of view, connecting disparate ideas in new ways, pushing them to design with intent and reflect with purpose.

Throughout history the arts have provided essential means for individuals and communities to express their ideas, experiences, feelings, and deepest beliefs. The arts help individuals find their voice and appreciate the voices of others serving as a universal vehicle for expression that exists in all cultures and peoples. The arts cultivate empathy and sensitivity and celebrate unique perspectives, giving value and validation to diverse student life experiences regardless of culture, language or ability. Given our dynamic world, artistic experiences and engagements for all students are critical to well being of individuals and society.

Howard Gardner defined intelligence as the ability to produce something of value in a culture and described nine types of intelligence: musical–rhythmic, visual–spatial, verbal–linguistic, logical – mathematical, bodily – kinesthetic, interpersonal, intrapersonal, and naturalistic and existentialist, and suggested that there may be more awaiting discovery.6 One could argue all these forms of intelligence relate directly or indirectly to the arts. By including discrete and integrated arts instruction through STEAM we provide an opportunity through which students can apply and express their knowledge and skills in authentic and relevant contexts.

Artistically literate students possess the knowledge and understanding required to participate authentically in the arts. Fluency in the language(s) of the arts is the ability to create, perform/ produce/ present, respond, and connect through symbolic and metaphoric forms that are unique to the arts. It is embodied in specific philosophical foundations and lifelong goals that enable an artistically literate person to transfer arts knowledge, skills, and capacities to other subjects, settings, and contexts.

By recognizing that reciprocal processes exist and through convergence of practices and standards between science, technology, engineering, arts and mathematics instruction we further our vision of an integrated STEAM education for all.