The generative economic power and social influence of Science, Technology, Engineering, and Mathematics (STEM) has made the production of a capable science and engineering workforce a priority among business and policy leaders. They are rightly concerned that without a robust STEM workforce, the nation will become less competitive in the global economy. Many among these leaders have argued that there is a shortage of STEM workers. They cite disturbing trends in the STEM pipeline, such as the fact that although the raw number of Doctoral and Master's degrees in STEM has increased, those disciplines have declined as a proportion of all degrees awarded. Other respected authorities have vigorously contested the claims of shortage, arguing that the nation produces enough STEM degrees to fill all the STEM openings (Lowell and Salzman 2007; Freeman 2008; Teitelbaum 2003). What is really at stake in the current debate over the existence of quantifiable STEM shortages is an important question regarding a national strategy for sustaining economic innovation in the United States at a time when science, technology, innovation, and related work in STEM occupations have become more integrated globally. This report was undertaken to help advance the discussion and understanding of many contentious issues surrounding STEM. Appended are: (1) STEM Competencies; (2) STEM Certificates; (3) STEM Certifications; (4) Detailed STEM Wages by Occupation and Education Level; (5) Education Distribution of STEM Jobs (2008 and 2018); and (6) Technical Appendix. A glossary is included. (Contains 17 tables, 38 figures and 76 footnotes.) [For "STEM: Science Technology Engineering Mathematics. Executive Summary," see ED525298.]