1. Figure 4. The distribution of biology teacher main assignments
Figure 4. The distribution of biology teacher main assignments. (a) The entire biology teacher workforce is classified according to a teacher's main assignment to illustrate the recent decrease in non-STEM (science, techonology, engineering, and mathematics) teachers contributing to biology education, concomitant with an increase in either biology or STEM teachers. Standard errors over the survey years are less than 2.0%. (b) The biology teachers with STEM main assignments from panel (a) are disaggregated by STEM subject to show the prevalence of general science over other popular STEM content areas. Asterisks (*) denote populations that were absent from the survey in a given year. Standard errors for each discipline are less than 6.5%.
From: Highly Qualified or Highly Unqualified? A Longitudinal Study of America's Public High School Biology Teachers
BioScience. 2015;65(8): doi: /biosci/biv093
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2. Figure 6. Teacher workforce diversity in chemistry, STEM (science, techonology, engineering, and mathematics), and non-STEM disciplines. (a) Teacher gender is depicted for each survey year, illustrating recent trends in an increasingly female teacher workforce. Standard errors for the weighted estimates of each gender are less than 2.2%. (b) Teacher race is reported as white alone, black alone, or other to show increased minority teachers in a predominantly white teacher population. Standard errors for the weighted estimates of each race are less than 1.8%.
From: Highly Qualified or Highly Unqualified? A Longitudinal Study of America's Public High School Biology Teachers
BioScience. 2015;65(8): doi: /biosci/biv093
BioScience | © The Author(s) Published by Oxford University Press on behalf of the American Institute of Biological Sciences. All rights reserved. For Permissions, please

3. Figure 5. Biology teacher age and experience shown as stacked bar charts to reveal trends in distinct age-versus-experience brackets across the survey years. The concentration of teachers along the upper left to lower right diagonal is a consequence of the plot layout and improbability that, for example, teachers in their 20s have more than 15 years of teaching experience. Relevant data are longitudinal trends within a given bracket. The solid-line boxes denote brackets with decreasing trends and appear along the diagonal. The dashed-line boxes indicate brackets with increasing trends and appear to the left of the diagonal. Axes correspond to the percentage of biology teachers (left y-axis) in a given age group (right y-axis) with a given amount of teaching experience (upper x-axis) during the survey years (lower x-axis). Teachers in each age group for a given survey year sum horizontally to 100%. Standard errors for weighted estimates of the teacher populations are less than 7.8%.
From: Highly Qualified or Highly Unqualified? A Longitudinal Study of America's Public High School Biology Teachers
BioScience. 2015;65(8): doi: /biosci/biv093
BioScience | © The Author(s) Published by Oxford University Press on behalf of the American Institute of Biological Sciences. All rights reserved. For Permissions, please

4. Figure 3. The distribution of the most prevalent degrees held by biology teachers. (a) The entire biology teacher workforce, including teachers who may only teach one biology class. (b) Teachers with a main assignment in biology (more than or equal to 50% of their course load), illustrating a slight increase in reported biology or life science degrees compared with panel (a). Standard errors of the weighted estimates over the survey years in each panel are (less than or equal to 2.7%).
From: Highly Qualified or Highly Unqualified? A Longitudinal Study of America's Public High School Biology Teachers
BioScience. 2015;65(8): doi: /biosci/biv093
BioScience | © The Author(s) Published by Oxford University Press on behalf of the American Institute of Biological Sciences. All rights reserved. For Permissions, please

5. Figure 2. Percentage change in selected biology stakeholder communities. Population growth relative to 1987 is depicted for high school biology students (circles with solid line), biology teachers (circles with dotted line), STEM (science, techonology, engineering, and mathematics) teachers excluding biology (squares with dashed line), and the remaining non-STEM teachers (triangles with dashed line). The data points represent percentage changes in the weighted estimate values. Standard errors in the weighted estimate values for teachers and students are less than or equal to 6.5% in each year. The weighted estimate values underlying the percentage change are shown for 2007 to provide updated counts of each group.
From: Highly Qualified or Highly Unqualified? A Longitudinal Study of America's Public High School Biology Teachers
BioScience. 2015;65(8): doi: /biosci/biv093
BioScience | © The Author(s) Published by Oxford University Press on behalf of the American Institute of Biological Sciences. All rights reserved. For Permissions, please

6. Figure 1. The distribution of high school main teaching assignments within STEM (science, techonology, engineering, and mathematics) and science education. (a) Percentage composition of the STEM disciplines is shown for 2007 to illustrate the heavy emphasis on math (45.1%) and science (39%) relative to technology/engineering (15.9%). Standard errors for each discipline are less than or equal to 0.98%. (b) Percentage composition of the science discipline from (a) is shown by subdisciplines between 1987 and 2007 to illustrate the dominance of biology (across years average = 42.8%, standard deviation [SD] = 1.6%) and chemistry (across years average = 19.5%, SD = 1.4%) over the remaining natural sciences, including physical science, which was added to the Schools and Staffing Survey (SASS) in General science includes other sciences in early surveys and is manually aggregated with other or integrated sciences in later years. Earth science and biology include geology and life science, respectively. Standard errors for each subdiscipline are less than or equal to 1.9%.
From: Highly Qualified or Highly Unqualified? A Longitudinal Study of America's Public High School Biology Teachers
BioScience. 2015;65(8): doi: /biosci/biv093
BioScience | © The Author(s) Published by Oxford University Press on behalf of the American Institute of Biological Sciences. All rights reserved. For Permissions, please