A new report from the U.S. Government Accountability Office (GAO) finds that K-12 education systems around the United States – particularly some of those in rural areas – are facing significant challenges in fully realizing the benefits of Federal government funding for science, technology, engineering, and mathematics (STEM) education.
Despite substantial Federal investments, barriers such as staffing shortages and limited access to STEM materials continue to hinder progress, the Federal government watchdog agency said.
According to GAO, the Federal government invested about $7.3 billion in STEM education initiatives during fiscal year 2023. These investments are intended to help prepare students for future careers in STEM fields, promote innovation, and strengthen the United States’ global competitiveness in science and technology sectors.
The funding came from several Federal agencies, including the Department of Agriculture, the Department of Education, NASA, and the National Science Foundation (NSF). Each of these agencies administers STEM education programs that aim to support students nationwide, including those in rural communities.
However, the GAO report uncovers persistent challenges that rural school districts face in deploying these Federal government resources effectively.
One major issue is a shortage of qualified STEM educators, with some schools struggling to find certified teachers. In one district in rural Alabama, officials reported having no certified math teachers available to serve their 300 students in grades seven through 12 for the 2023–24 school year.
Another obstacle is limited access to STEM learning opportunities and materials. Schools in remote areas often face logistical and financial barriers to providing field trips or hands-on experiences that are critical to student engagement in STEM subjects. For many districts, the high cost of transportation and the long distances involved can make such activities impractical, GAO said.
Despite these challenges, the report points to promising strategies for improving rural STEM education. Several school districts have partnered with universities, nonprofit organizations, and local employers to expand learning opportunities. In Nevada, for example, a federally-funded research institute operates a robotics lending library that ships STEM materials to rural teachers statewide.
In South Dakota, educators have designed projects that connect STEM concepts to students’ local environments – such as beekeeping and vegetable gardening – to make learning more relevant and engaging. These types of initiatives help students see the real-world applications of STEM skills in their own communities.
GAO findings flow from a broader effort mandated by the August 2022 Research and Development, Competition, and Innovation Act, which called for an examination of issues related to rural STEM education. The report’s authors conducted visits to school districts in Alabama, Maine, Nevada, and South Dakota to gather insights and data.
“STEM education is critical to preparing students for the workforce of the future, but rural districts face unique barriers that must be addressed,” the GAO report states.
As the number of STEM jobs in the United States is projected to grow over the next decade, concerns persist over whether students in rural areas will be fully prepared to enter and succeed in these fields, the agency said.
