A Review of U.S. Education Policy on Integrating Science and Mathematics Teaching and Learning

Abstract

Current calls to integrate science and mathematics in PK-16 education build on decades of prior initiatives, yet the United States still lacks consensus on what integration entails and consistent policies to support it. This study systematically reviews current U.S. policies to identify guidance on the preparation of teachers to integrate science and mathematics. Given that teacher preparation is inherently connected to PK-12 policy, we also review PK-12 policy guidance focused on dual or integrated teacher endorsements, school designations, and PK-12 science and mathematics learning standards. Drawing on an established framework that defines meaningful integration as authentic problem solving supported by the use of multiple STEM disciplines, we examine the degree to which current policies enable such practice. Our findings reveal recommendations for integrating science and mathematics, yet policies overwhelmingly reinforce a siloed approach. We argue that misalignment between teacher preparation policy and PK-12 policy creates a circular problem: teachers cannot be expected to implement integrated science and mathematics instruction without adequate preparation, yet preparation programs have little incentive to design coursework for an instructional approach not systematically supported in PK-12 settings. Clarifying and aligning these policies is therefore essential for advancing coherent, scalable integration across the PK-16 system.