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The Condition of STEM 2015Texas
The Condition of STEM 2015TexasACT has been a leader in measuring college and career readiness trends since 1959. Each August, we release The Condition of College & Career Readiness (www.act.org/newsroom/data/2015), our annual report on the progress of the ACT-tested graduating class relative to college readiness. Nationally, a record 59% of the 2015 graduating class took the ACT® test. The continued increase in the number of ACT test takers enhances the breadth and depth of our data pool, providing a comprehensive picture of the current college readiness levels of the graduating class as well as offering a glimpse of the emerging general and STEM (Science, Technology, Engineering, Math) education pipeline in the United States. It also allows us to review various aspects of the ACT-tested 2015 graduating class.
This report reviews the graduating class in the context of STEM-related fields. ACT is uniquely positioned to deliver this report for two key reasons. First is our commitment to science through the inclusion of science tests in our assessments. ACT leadership is unmatched in providing a definitive assessment in the science area. Second is the research-based ACT Interest Inventory, which is delivered with the ACT and measures students’ interest in a wide range of educational and occupational fields.
With the ACT Interest Inventory, we can determine interest levels (both expressed and measured) in specific STEM fields and, more importantly, college readiness in math and science among STEM-interested students. Students with an expressed interest are those who chose a major or occupation (out of the 294 possibilities listed in the Student Profile Section of the ACT1) that corresponds with STEM fields. Students are designated to have a measured interest when their responses to the ACT Interest Inventory items result in high science and technology interest scores.2
The ACT Definition of STEMACT categorized the STEM fields in our first Condition of STEM report (2013) to offer states the opportunity to use this report as a consistent baseline for state-level STEM initiatives. Using our list of occupations and majors, we created four key areas: Science, Computer Science and Mathematics, Medical and Health, and Engineering and Technology. This report will show achievement levels in each of those areas on a national level. In addition, the actual number and percentage of students interested in specific majors and occupations are provided. The report will assist officials in documenting success of STEM initiatives that focus on generating interest and more thoroughly preparing students for STEM fields.
2015 Overall STEM Interest by Category
Science 22%
Computer Science and Mathematics
11%
Medical and Health 42%
Engineering and Technology
25%
Our Commitment to STEMTo provide students and educators with more insight into the critical aspects of college readiness, ACT introduced a STEM score on ACT student score reports in fall 2015. This score is derived from the ACT mathematics and science scores and represents students’ overall performance in these subject areas. ACT also developed a new ACT STEM College Readiness Benchmark, based on recent research indicating that academic readiness for college coursework in STEM subject areas may require higher scores than the current ACT College Readiness Benchmarks in math and science (Mattern, Radunzel, & Westrick, 2015). The ACT STEM Benchmark is described on pages 24 and 25 of this report.
In addition, ACT recently launched ACT Aspire®, an assessment system focused on grades 3–10. ACT Aspire covers the same subjects as the ACT: English, reading, math, science, and writing. To complement the information in this report, ACT has created an ACT Aspire STEM score. This score will give educators and STEM leaders an early and ongoing view of the STEM pipeline within their states.
ACT WorkKeys® and the ACT National Career Readiness Certificate™ are additional assessment tools available to students, individuals, and companies to assist in determining work readiness for STEM-related jobs.
We must work together to get more students prepared to succeed in STEM careers. This is a critical step if the United States is to remain a world leader. ACT is committed to research and assessment practices that make enhanced STEM opportunities for students a reality.
Please note that reporting achievement by combinations of student characteristics may give rise to small N counts. As a result, outcomes in this report should be interpreted with caution.
© 2015 by ACT, Inc. All rights reserved. The ACT® test is a registered trademark of ACT, Inc., in the USA and other countries. The ACT National Curriculum Survey®, ACT Aspire®, and ACT WorkKeys® are registered trademarks of ACT, Inc. The ACT National Career Readiness Certificate™ is a trademark of ACT, Inc.
48402 THE CONDITION OF STEM 2015
Key Findingsfrom the National Condition of STEM 2015 ReportThis report shows that, over the past several years, about half of US high school graduates have expressed interest in STEM majors and careers. Meanwhile, college readiness levels in math and science are higher for STEM-interested students than for ACT-tested students overall (as stated in the ACT Condition of College & Career Readiness 2015 report, released in August 2015).
This is particularly true among students with an interest that is both expressed (planning to pursue a STEM major/career) and measured (having a high ACT Interest Inventory score in STEM areas). Interest in Computer Science and Mathematics majors and occupations is trending up slightly, while interest in Medical and Health majors and occupations is trending down slightly.
Nevertheless, based on the percent meeting the new ACT STEM College Readiness Benchmark, far too many STEM-interested students are not well prepared to succeed in the type of rigorous college math and science coursework required of STEM majors. These findings echo those of the national Condition of College & Career Readiness 2015 report, which issued a call to action to the entire education community, urging that more work should be done to improve college and career readiness for all students. We should commend the efforts of STEM councils and leaders across the country to increase awareness and interest in STEM among young people while expanding efforts to increase college and career readiness levels in STEM areas.
Among the key findings of this report:
1. Interest in STEM remains high. Of the more than 1.9 million graduates who took the ACT in 2015, nearly 940,000—or 49%—had an interest in STEM. This shows that STEM initiatives and the awareness created around STEM majors and careers continues to be effective. However, the challenge is to translate this interest into pursuit and completion of STEM majors. • Five-year trends show the percentage of students interested in Computer Science and Mathematics majors has
increased by 2%, while there has been a 3% decrease in the percentage of students choosing Medical and Health majors.
• Choices of specific majors within each area are remarkably consistent from last year.
2. Students with STEM interest that is both expressed and measured outperformed their peers. Consistent with previous years, students who demonstrate both an expressed and measured interest in STEM outperformed their peers in terms of college readiness. Such students had Benchmark attainment percentages that were 16 points above all ACT-tested 2015 graduates in both math and science. Because students may not be able to articulate (much less pursue) interests in STEM early in their academic careers, introducing students to STEM majors and occupations at an early age will go a long way toward planting the seeds of interest necessary to pursue those areas later on.
3. For the first time, students are measured against the ACT STEM College Readiness Benchmark. Through research, ACT has established a Benchmark that puts an even stronger emphasis on the need for students to use every opportunity in preparation to pursue a STEM major or occupation. The ACT STEM College Readiness Benchmark is based on more rigorous entry-level college courses than the established math and science Benchmarks, and rates of attainment are extremely low on the more strenuous ACT STEM College Readiness Benchmark. Recent ACT research noted that students meeting the STEM Benchmark have a 49% chance of attaining a STEM degree in six years, compared to only 17% of those who fall below this Benchmark.
4. Interest in teaching STEM subject areas continues to lag. Despite a larger number of ACT-tested students this year, which translates to a larger number of STEM-interested students, the number of 2015 graduates interested in teaching math and science was lower than in 2014. This is an alarming finding, as meeting the demand for well-prepared teachers in STEM areas is critical to the future of our country.
3
Texas STEM ReportAttainment of College and Career Readiness
Overall STEM Interest• Between 2011 and
2015, the percent of students interested in STEM increased by 2%.
Student STEM Interest Trends: 2011–2015, State vs. Nation
2011 2012 2013 2014 2015
PercentTexas 51% 51% 52% 53% 53%
Nation 48% 48% 48% 49% 49%
N CountTexas 52,118 56,225 57,361 61,810 66,277
Nation 780,541 804,507 868,194 899,684 939,049
Overall STEM Interest• 66,277 of your graduates have an interest in STEM.
Percent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Subject
63
48 50 43
32
68
50 49 45
33
0
20
40
60
80
100
English Reading Mathematics Science All Four Subjects
Per
cent
Texas Nation
Expressed and Measured Interest• 21,538 of your graduates have an expressed and measured
interest in STEM, which is 32% of the overall interest.
Percent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Subject
71
55 58 52
39
77
59 58 54
42
0
20
40
60
80
100
English Reading Mathematics Science All Four Subjects
Per
cent
Texas Nation
Expressed Interest Only• 35,741 of your graduates have an expressed interest in
STEM, which is 54% of the overall interest.
Percent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Subject
59
43 48
39
29
64
45 46 40
29
0
20
40
60
80
100
English Reading Mathematics Science All Four Subjects
Per
cent
Texas Nation
Measured Interest Only• 8,998 of your graduates have a measured interest in
STEM, which is 14% of the overall interest.
Percent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Subject
60
46 42
38
27
65
48
40 39
27
0
20
40
60
80
100
English Reading Mathematics Science All Four Subjects
Per
cent
Texas Nation
Note: Percents in this report may not sum to 100% due to rounding.
4 THE CONDITION OF STEM 2015
Overall STEM Interest (N = 66,277)
Percent of 2015 ACT-Tested High School Graduates by ACT College Readiness Benchmark Attainment and Subject
63 48 50
43
10
12 9 15
27 40 41 42
0
20
40
60
80
100
English Reading Mathematics Science
Per
cent
Below Benchmark by 3+ Points Within 2 Points of Benchmark Met Benchmark
Percent of 2015 ACT-Tested High School Graduates by Number of ACT College Readiness Benchmarks Attained
30
14 12 13
32 26
14 13 13
33
0
20
40
60
80
100
0 1 2 3 4
Per
cent
Benchmarks Met
Texas Nation
Expressed and Measured Interest (N = 21,538)
Percent of 2015 ACT-Tested High School Graduates by ACT College Readiness Benchmark Attainment and Subject
71 55 58 52
9
13 9 15
20 32 34 33
0
20
40
60
80
100
English Reading Mathematics Science
Per
cent
Below Benchmark by 3+ Points Within 2 Points of Benchmark Met Benchmark
Percent of 2015 ACT-Tested High School Graduates by Number of ACT College Readiness Benchmarks Attained
22
12 12 14
39
19 13 13 14
42
0
20
40
60
80
100
0 1 2 3 4
Per
cent
Benchmarks Met
Texas Nation
Texas STEM ReportAttainment of College and Career Readiness
5
Texas STEM ReportAttainment of College and Career Readiness
Overall STEM InterestPercent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Race/Ethnicity and Subject*
* Race/ethnicity categories changed for the 2010–2011 academic year to reflect updated US Department of Education reporting requirements.
51
60
45
27
69
44
18
59
67
55
34
82
54
24
Two or More Races
White
Pacific Islander
Hispanic
Asian
American Indian
African American
Mathematics
Science
African American
American Indian
Asian
Hispanic
Pacific Islander
White
Two or More Races
N = 6,776 N = 241 N = 4,697 N = 26,181 N = 130 N = 24,150 N = 1,780
Percent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Gender and Subject
56
44 49
38
0
20
40
60
80
100
Male Female
Per
cent
Mathematics
Science
Male Female
N = 32,623 N = 33,582
Expressed and Measured InterestPercent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Race/Ethnicity and Subject*
60
67
34
36
74
53
24
63
72
69
42
85
59
30
Two or More Races
White
Pacific Islander
Hispanic
Asian
American Indian
African American
Mathematics
Science
African American
American Indian
Asian
Hispanic
Pacific Islander
White
Two or More Races
N = 1,742 N = 75 N = 1,741 N = 8,239 N = 35 N = 8,320 N = 636
Percent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Gender and Subject
66
50
59
44
0
20
40
60
80
100
Male Female
Per
cent
Mathematics
Science
Male Female
N = 10,295 N = 11,225
6 THE CONDITION OF STEM 2015
Overall STEM InterestPercent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Educational Aspirations and Subject
13
8
33
60
54
15
9
40
69
61
Voc-tech Degree
Associate’s Degree
Bachelor’s Degree
Master’s Degree
Professional Degree
Mathematics
Science
Professional Degree
Master’s Degree
Bachelor’s Degree
Associate’s Degree
Voc-tech Degree
N = 20,013 N = 10,767 N = 27,243 N = 1,303 N = 443
Percent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Highest Parental Education Level and Subject
23
33
33
54
64
70
30
38
41
62
73
77
High School Graduate or Less
Certification or Some College
Associate’s Degree
Bachelor’s Degree
Master’s Degree
Professional Degree
Mathematics
Science
Professional
Degree
Master’s Degree
Bachelor’s
Degree
Associate’s
Degree
Certification or Some College
High School Grad or
Less
N = 3,971 N = 8,044 N = 15,927 N = 5,122 N = 8,848 N = 13,509
Expressed and Measured InterestPercent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Educational Aspirations and Subject
15
10
39
66
58
18
11
45
72
65
Voc-tech Degree
Associate’s Degree
Bachelor’s Degree
Master’s Degree
Professional Degree
Mathematics
Science
Professional Degree
Master’s Degree
Bachelor’s Degree
Associate’s Degree
Voc-tech Degree
N = 9,438 N = 3,657 N = 7,567 N = 286 N = 78
Percent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Highest Parental Education Level and Subject
30
39
39
61
70
77
37
43
45
67
77
82
High School Graduate or Less
Certification or Some College
Associate’s Degree
Bachelor’s Degree
Master’s Degree
Professional Degree
Mathematics
Science
Professional
Degree
Master’s Degree
Bachelor’s
Degree
Associate’s
Degree
Certification or Some College
High School Grad or
Less
N = 1,723 N = 3,181 N = 5,956 N = 1,869 N = 3,202 N = 4,477
Texas STEM ReportAttainment of College and Career Readiness
7
ScienceMajors/Occupations
Overall STEM Interest• Between 2011 and
2015, the percent of students interested in STEM stayed the same.
Student STEM Interest Trends: 2011–2015, State vs. Nation
2011 2012 2013 2014 2015
PercentTexas 21% 21% 21% 21% 21%
Nation 23% 23% 22% 22% 22%
N CountTexas 10,856 11,763 12,092 12,753 13,812
Nation 176,490 183,857 195,098 200,461 208,520
Overall STEM Interest (N = 13,812)
Percent of 2015 ACT-Tested High School Graduates by ACT College Readiness Benchmark Attainment and Subject
70 54 52 48
9
12 9 15
22 34 39 37
0
20
40
60
80
100
English Reading Mathematics Science
Per
cent
Below Benchmark by 3+ Points Within 2 Points of Benchmark Met Benchmark
Percent of 2015 ACT-Tested High School Graduates by Number of ACT College Readiness Benchmarks Attained
24
13 13 13
36
0
20
40
60
80
100
0 1 2 3 4
Per
cent
Benchmarks Met
Expressed and Measured Interest (N = 5,691)
Percent of 2015 ACT-Tested High School Graduates by ACT College Readiness Benchmark Attainment and Subject
75 60 59 55
8
12 8 15
17 28 33 31
0
20
40
60
80
100
English Reading Mathematics Science
Per
cent
Below Benchmark by 3+ Points Within 2 Points of Benchmark Met Benchmark
Percent of 2015 ACT-Tested High School Graduates by Number of ACT College Readiness Benchmarks Attained
19 12 12 14
43
0
20
40
60
80
100
0 1 2 3 4
Per
cent
Benchmarks Met
Note: Reporting achievement by combinations of student characteristics may give rise to small N counts. As a result, outcomes reported in this section should be interpreted with caution.
TEXAS STEM REPORT
8 THE CONDITION OF STEM 2015
Overall STEM InterestPercent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Race/Ethnicity and Subject*
* Race/ethnicity categories changed for the 2010–2011 academic year to reflect updated US Department of Education reporting requirements.Note: Reporting achievement by combinations of student characteristics may give rise to small N counts. As a result, outcomes reported in this section should be interpreted with caution.
57
60
43
32
73
54
22
60
65
52
36
84
57
27
Two or More Races
White
Pacific Islander
Hispanic
Asian
American Indian
African American
Mathematics
Science
African American
American Indian
Asian
Hispanic
Pacific Islander
White
Two or More Races
N = 1,190 N = 63 N = 951 N = 4,977 N = 23 N = 5,626 N = 420
Percent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Gender and Subject
58
49 53
44
0
20
40
60
80
100
Male Female
Per
cent
Mathematics
Science
Male Female
N = 5,429 N = 8,373
Expressed and Measured InterestPercent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Race/Ethnicity and Subject*
64
67
20
39
76
61
26
66
71
50
43
86
64
30
Two or More Races
White
Pacific Islander
Hispanic
Asian
American Indian
African American
Mathematics
Science
African American
American Indian
Asian
Hispanic
Pacific Islander
White
Two or More Races
N = 446 N = 28 N = 445 N = 1,959 N = 10 N = 2,387 N = 187
Percent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Gender and Subject
66
55 61
50
0
20
40
60
80
100
Male Female
Per
cent
Mathematics
Science
Male Female
N = 2,245 N = 3,441
ScienceMajors/Occupations
TEXAS STEM REPORT
9
ScienceMajors/Occupations
Overall STEM InterestPercent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Educational Aspirations and Subject
17
12
33
60
59
20
10
36
66
64
Voc-tech Degree
Associate’s Degree
Bachelor’s Degree
Master’s Degree
Professional Degree
Mathematics
Science
Professional Degree
Master’s Degree
Bachelor’s Degree
Associate’s Degree
Voc-tech Degree
N = 5,666 N = 1,943 N = 4,789 N = 162 N = 41
Percent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Highest Parental Education Level and Subject
28
37
36
55
66
72
33
38
40
61
72
78
High School Graduate or Less
Certification or Some College
Associate’s Degree
Bachelor’s Degree
Master’s Degree
Professional Degree
Mathematics
Science
Professional
Degree
Master’s Degree
Bachelor’s
Degree
Associate’s
Degree
Certification or Some College
High School Grad or
Less
N = 1,059 N = 1,864 N = 3,444 N = 1,089 N = 1,823 N = 2,448
Expressed and Measured InterestPercent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Educational Aspirations and Subject
38
13
37
65
62
63
11
42
70
67
Voc-tech Degree
Associate’s Degree
Bachelor’s Degree
Master’s Degree
Professional Degree
Mathematics
Science
Professional Degree
Master’s Degree
Bachelor’s Degree
Associate’s Degree
Voc-tech Degree
N = 3,064 N = 816 N = 1,637 N = 47 N = 8
Percent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Highest Parental Education Level and Subject
36
40
40
61
72
78
41
41
45
67
77
82
High School Graduate or Less
Certification or Some College
Associate’s Degree
Bachelor’s Degree
Master’s Degree
Professional Degree
Mathematics
Science
Professional
Degree
Master’s Degree
Bachelor’s
Degree
Associate’s
Degree
Certification or Some College
High School Grad or
Less
N = 542 N = 896 N = 1,611 N = 514 N = 837 N = 1,006
Note: Reporting achievement by combinations of student characteristics may give rise to small N counts. As a result, outcomes reported in this section should be interpreted with caution.
TEXAS STEM REPORT
10 THE CONDITION OF STEM 2015
* The “overall STEM interest” counts and percents do not include the “measured only interest” students, as they did not choose a STEM major or occupation.
ScienceMajors/Occupations
TEXAS STEM REPORT
Science Majors/Occupations
Texas N Counts and Percents
Overall STEM Interest* Expressed and Measured Only
N Count Percent N Count Percent
Agronomy and Crop Science 55 1 10 0
Animal Sciences 1,090 10 415 7
Astronomy 235 2 161 3
Atmospheric Sciences and Meteorology 102 1 45 1
Biochemistry and Biophysics 1,579 15 956 17
Biology, General 2,453 23 1,310 23
Cell/Cellular Biology 580 5 322 6
Chemistry 692 6 410 7
Ecology 67 1 44 1
Environmental Science 114 1 52 1
Food Sciences and Technology 80 1 13 0
Forestry 33 0 14 0
Genetics 281 3 173 3
Geological and Earth Sciences 286 3 156 3
Horticulture Science 25 0 10 0
Marine/Aquatic Biology 857 8 459 8
Microbiology and Immunology 331 3 212 4
Natural Resources Conservation, General 44 0 21 0
Natural Resources Management 32 0 11 0
Physical Sciences, General 394 4 178 3
Physics 468 4 268 5
Science Education 71 1 30 1
Wildlife and Wildlands Management 365 3 103 2
Zoology 635 6 318 6
Totals 10,869 5,691
11
Computer Science and MathematicsMajors/Occupations
Overall STEM Interest• Between 2011 and
2015, the percent of students interested in STEM stayed the same.
Student STEM Interest Trends: 2011–2015, State vs. Nation
2011 2012 2013 2014 2015
PercentTexas 9% 9% 8% 9% 9%
Nation 9% 9% 9% 10% 11%
N CountTexas 4,489 4,883 4,691 5,313 6,110
Nation 73,298 74,959 82,197 89,755 101,144
Overall STEM Interest (N = 6,110)
Percent of 2015 ACT-Tested High School Graduates by ACT College Readiness Benchmark Attainment and Subject
65 51 55
47
9
11 9 15
26 38 36 38
0
20
40
60
80
100
English Reading Mathematics Science
Per
cent
Below Benchmark by 3+ Points Within 2 Points of Benchmark Met Benchmark
Percent of 2015 ACT-Tested High School Graduates by Number of ACT College Readiness Benchmarks Attained
27
13 12 13
36
0
20
40
60
80
100
0 1 2 3 4
Per
cent
Benchmarks Met
Expressed and Measured Interest (N = 1,211)
Percent of 2015 ACT-Tested High School Graduates by ACT College Readiness Benchmark Attainment and Subject
76 64 67 61
7
10 8 14
16 26 25 25
0
20
40
60
80
100
English Reading Mathematics Science
Per
cent
Below Benchmark by 3+ Points Within 2 Points of Benchmark Met Benchmark
Percent of 2015 ACT-Tested High School Graduates by Number of ACT College Readiness Benchmarks Attained
17 10 11 13
50
0
20
40
60
80
100
0 1 2 3 4
Per
cent
Benchmarks Met
Note: Reporting achievement by combinations of student characteristics may give rise to small N counts. As a result, outcomes reported in this section should be interpreted with caution.
TEXAS STEM REPORT
12 THE CONDITION OF STEM 2015
Overall STEM InterestPercent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Race/Ethnicity and Subject*
* Race/ethnicity categories changed for the 2010–2011 academic year to reflect updated US Department of Education reporting requirements.Note: Reporting achievement by combinations of student characteristics may give rise to small N counts. As a result, outcomes reported in this section should be interpreted with caution.
53
66
54
28
67
29
19
69
73
54
37
81
47
24
Two or More Races
White
Pacific Islander
Hispanic
Asian
American Indian
African American
Mathematics
Science
African American
American Indian
Asian
Hispanic
Pacific Islander
White
Two or More Races
N = 598 N = 17 N = 489 N = 2,246 N = 13 N = 2,366 N = 161
Percent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Gender and Subject
58
48 50
39
0
20
40
60
80
100
Male Female
Per
cent
Mathematics
Science
Male Female
N = 4,223 N = 1,876
Expressed and Measured InterestPercent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Race/Ethnicity and Subject*
62
78
0
42
73
100
28
74
80
0
48
86
0
39
Two or More Races
White
Pacific Islander
Hispanic
Asian
American Indian
African American
Mathematics
Science
African American
American Indian
Asian
Hispanic
Pacific Islander
White
Two or More Races
N = 82 N = 1 N = 110 N = 401 N = 1 N = 531 N = 34
Percent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Gender and Subject
68
58 63
51
0
20
40
60
80
100
Male Female
Per
cent
Mathematics
Science
Male Female
N = 989 N = 219
Computer Science and MathematicsMajors/Occupations
TEXAS STEM REPORT
13
Computer Science and MathematicsMajors/Occupations
Overall STEM InterestPercent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Educational Aspirations and Subject
14
10
41
67
59
17
13
48
76
68
Voc-tech Degree
Associate’s Degree
Bachelor’s Degree
Master’s Degree
Professional Degree
Mathematics
Science
Professional Degree
Master’s Degree
Bachelor’s Degree
Associate’s Degree
Voc-tech Degree
N = 818 N = 1,207 N = 3,239 N = 130 N = 65
Percent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Highest Parental Education Level and Subject
27
39
37
57
70
72
37
45
48
65
76
79
High School Graduate or Less
Certification or Some College
Associate’s Degree
Bachelor’s Degree
Master’s Degree
Professional Degree
Mathematics
Science
Professional
Degree
Master’s Degree
Bachelor’s
Degree
Associate’s
Degree
Certification or Some College
High School Grad or
Less
N = 350 N = 740 N = 1,507 N = 453 N = 764 N = 1,228
Expressed and Measured InterestPercent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Educational Aspirations and Subject
11
18
54
76
69
11
18
59
80
80
Voc-tech Degree
Associate’s Degree
Bachelor’s Degree
Master’s Degree
Professional Degree
Mathematics
Science
Professional Degree
Master’s Degree
Bachelor’s Degree
Associate’s Degree
Voc-tech Degree
N = 216 N = 297 N = 640 N = 11 N = 9
Percent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Highest Parental Education Level and Subject
39
53
51
68
79
81
51
57
64
70
82
86
High School Graduate or Less
Certification or Some College
Associate’s Degree
Bachelor’s Degree
Master’s Degree
Professional Degree
Mathematics
Science
Professional
Degree
Master’s Degree
Bachelor’s
Degree
Associate’s
Degree
Certification or Some College
High School Grad or
Less
N = 104 N = 198 N = 354 N = 97 N = 162 N = 227
Note: Reporting achievement by combinations of student characteristics may give rise to small N counts. As a result, outcomes reported in this section should be interpreted with caution.
TEXAS STEM REPORT
14 THE CONDITION OF STEM 2015
* The “overall STEM interest” counts and percents do not include the “measured only interest” students, as they did not choose a STEM major or occupation.
Computer Science and MathematicsMajors/Occupations
TEXAS STEM REPORT
Computer Science and Mathematics Majors/Occupations
Texas N Counts and Percents
Overall STEM Interest* Expressed and Measured Only
N Count Percent N Count Percent
Actuarial Science 47 1 6 0
Applied Mathematics 147 3 39 3
Business/Management Quantitative Methods, General 501 10 56 5
Computer and Information Sciences, General 385 8 106 9
Computer Network/Telecommunications 196 4 44 4
Computer Science and Programming 1,947 40 632 52
Computer Software and Media Application 526 11 127 10
Computer System Administration 100 2 22 2
Data Management Technology 34 1 6 0
Information Science 56 1 19 2
Management Information Systems 205 4 29 2
Mathematics Education 371 8 36 3
Mathematics, General 242 5 53 4
Statistics 75 2 15 1
Webpage Design 93 2 21 2
Totals 4,925 1,211
15
Medical and HealthMajors/Occupations
Overall STEM Interest• Between 2011 and
2015, the percent of students interested in STEM decreased by 4%.
Student STEM Interest Trends: 2011–2015, State vs. Nation
2011 2012 2013 2014 2015
PercentTexas 45% 44% 43% 42% 41%
Nation 45% 45% 44% 43% 42%
N CountTexas 23,346 24,565 24,677 26,069 26,947
Nation 350,458 361,047 383,555 388,653 393,085
Overall STEM Interest (N = 26,947)
Percent of 2015 ACT-Tested High School Graduates by ACT College Readiness Benchmark Attainment and Subject
58 42 41 35
11
14 9 16
30 45
50 49
0
20
40
60
80
100
English Reading Mathematics Science
Per
cent
Below Benchmark by 3+ Points Within 2 Points of Benchmark Met Benchmark
Percent of 2015 ACT-Tested High School Graduates by Number of ACT College Readiness Benchmarks Attained
35
16 13 12
24
0
20
40
60
80
100
0 1 2 3 4
Per
cent
Benchmarks Met
Expressed and Measured Interest (N = 9,017)
Percent of 2015 ACT-Tested High School Graduates by ACT College Readiness Benchmark Attainment and Subject
65
48 47 42
10
14 10 17
24 38 43 41
0
20
40
60
80
100
English Reading Mathematics Science
Per
cent
Below Benchmark by 3+ Points Within 2 Points of Benchmark Met Benchmark
Percent of 2015 ACT-Tested High School Graduates by Number of ACT College Readiness Benchmarks Attained
28
15 14 14
29
0
20
40
60
80
100
0 1 2 3 4
Per
cent
Benchmarks Met
Note: Reporting achievement by combinations of student characteristics may give rise to small N counts. As a result, outcomes reported in this section should be interpreted with caution.
TEXAS STEM REPORT
16 THE CONDITION OF STEM 2015
Overall STEM InterestPercent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Race/Ethnicity and Subject*
* Race/ethnicity categories changed for the 2010–2011 academic year to reflect updated US Department of Education reporting requirements.Note: Reporting achievement by combinations of student characteristics may give rise to small N counts. As a result, outcomes reported in this section should be interpreted with caution.
42
50
44
21
67
35
15
50
57
56
27
79
46
19
Two or More Races
White
Pacific Islander
Hispanic
Asian
American Indian
African American
Mathematics
Science
African American
American Indian
Asian
Hispanic
Pacific Islander
White
Two or More Races
N = 3,186 N = 95 N = 1,938 N = 11,295 N = 55 N = 8,860 N = 715
Percent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Gender and Subject
49
38 44
31
0
20
40
60
80
100
Male Female
Per
cent
Mathematics
Science
Male Female
N = 7,708 N = 19,220
Expressed and Measured InterestPercent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Race/Ethnicity and Subject*
51
55
40
28
72
41
19
54
61
75
33
82
50
23
Two or More Races
White
Pacific Islander
Hispanic
Asian
American Indian
African American
Mathematics
Science
African American
American Indian
Asian
Hispanic
Pacific Islander
White
Two or More Races
N = 829 N = 32 N = 773 N = 3,802 N = 20 N = 3,020 N = 274
Percent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Gender and Subject
58
42
53
37
0
20
40
60
80
100
Male Female
Per
cent
Mathematics
Science
Male Female
N = 2,605 N = 6,408
Medical and HealthMajors/Occupations
TEXAS STEM REPORT
17
Medical and HealthMajors/Occupations
Overall STEM InterestPercent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Educational Aspirations and Subject
15
6
22
45
48
13
8
27
54
56
Voc-tech Degree
Associate’s Degree
Bachelor’s Degree
Master’s Degree
Professional Degree
Mathematics
Science
Professional Degree
Master’s Degree
Bachelor’s Degree
Associate’s Degree
Voc-tech Degree
N = 10,441 N = 3,330 N = 9,881 N = 608 N = 102
Percent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Highest Parental Education Level and Subject
17
28
27
46
55
64
23
32
33
53
64
71
High School Graduate or Less
Certification or Some College
Associate’s Degree
Bachelor’s Degree
Master’s Degree
Professional Degree
Mathematics
Science
Professional
Degree
Master’s Degree
Bachelor’s
Degree
Associate’s
Degree
Certification or Some College
High School Grad or
Less
N = 1,447 N = 2,846 N = 6,138 N = 2,247 N = 3,965 N = 6,031
Expressed and Measured InterestPercent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Educational Aspirations and Subject
19
6
24
47
52
10
8
27
53
59
Voc-tech Degree
Associate’s Degree
Bachelor’s Degree
Master’s Degree
Professional Degree
Mathematics
Science
Professional Degree
Master’s Degree
Bachelor’s Degree
Associate’s Degree
Voc-tech Degree
N = 4,825 N = 1,021 N = 2,782 N = 156 N = 21
Percent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Highest Parental Education Level and Subject
22
32
31
52
60
71
28
36
36
57
69
76
High School Graduate or Less
Certification or Some College
Associate’s Degree
Bachelor’s Degree
Master’s Degree
Professional Degree
Mathematics
Science
Professional
Degree
Master’s Degree
Bachelor’s
Degree
Associate’s
Degree
Certification or Some College
High School Grad or
Less
N = 620 N = 1,121 N = 2,347 N = 827 N = 1,505 N = 2,137
Note: Reporting achievement by combinations of student characteristics may give rise to small N counts. As a result, outcomes reported in this section should be interpreted with caution.
TEXAS STEM REPORT
18 THE CONDITION OF STEM 2015
* The “overall STEM interest” counts and percents do not include the “measured only interest” students, as they did not choose a STEM major or occupation.
Medical and HealthMajors/Occupations
TEXAS STEM REPORT
Medical and Health Majors/Occupations
Texas N Counts and Percents
Overall STEM Interest* Expressed and Measured Only
N Count Percent N Count Percent
Athletic Training 1,799 8 381 4
Chiropractic (Pre-Chiropractic) 97 0 28 0
Dentistry (Pre-Dentistry) 903 4 320 4
Emergency Medical Technology 258 1 101 1
Food and Nutrition 147 1 22 0
Health/Medical Technology, General 717 3 287 3
Medical Laboratory Technology 184 1 87 1
Medical Radiologic Technology 660 3 235 3
Medicine (Pre-Medicine) 5,605 24 2,927 32
Nuclear Medicine Technology 45 0 14 0
Nursing, Practical/Vocational (LPN) 687 3 205 2
Nursing, Registered (BS/RN) 6,310 27 2,257 25
Optometry (Pre-Optometry) 179 1 79 1
Osteopathic Medicine 38 0 18 0
Pharmacy (Pre-Pharmacy) 1,333 6 543 6
Physical Therapy (Pre-Physical Therapy) 2,245 10 623 7
Physician Assisting 466 2 179 2
Respiratory Therapy Technology 41 0 14 0
Surgical Technology 391 2 196 2
Veterinarian Assisting/Technology 218 1 60 1
Veterinary Medicine (Pre-Vet) 960 4 441 5
Totals 23,283 9,017
19
Engineering and TechnologyMajors/Occupations
Overall STEM Interest• Between 2011 and
2015, the percent of students interested in STEM increased by 3%.
Student STEM Interest Trends: 2011–2015, State vs. Nation
2011 2012 2013 2014 2015
PercentTexas 26% 27% 28% 29% 29%
Nation 23% 23% 24% 25% 25%
N CountTexas 13,427 15,014 15,901 17,675 19,408
Nation 180,295 184,644 207,344 220,815 236,300
Overall STEM Interest (N = 19,408)
Percent of 2015 ACT-Tested High School Graduates by ACT College Readiness Benchmark Attainment and Subject
63 50
60 50
9
11
8 14
27 39
32 36
0
20
40
60
80
100
English Reading Mathematics Science
Per
cent
Below Benchmark by 3+ Points Within 2 Points of Benchmark Met Benchmark
Percent of 2015 ACT-Tested High School Graduates by Number of ACT College Readiness Benchmarks Attained
27
11 11 12
38
0
20
40
60
80
100
0 1 2 3 4
Per
cent
Benchmarks Met
Expressed and Measured Interest (N = 5,619)
Percent of 2015 ACT-Tested High School Graduates by ACT College Readiness Benchmark Attainment and Subject
74 61
71 63
8
11 7
12
18 28 22 25
0
20
40
60
80
100
English Reading Mathematics Science
Per
cent
Below Benchmark by 3+ Points Within 2 Points of Benchmark Met Benchmark
Percent of 2015 ACT-Tested High School Graduates by Number of ACT College Readiness Benchmarks Attained
18
9 10 13
50
0
20
40
60
80
100
0 1 2 3 4
Per
cent
Benchmarks Met
Note: Reporting achievement by combinations of student characteristics may give rise to small N counts. As a result, outcomes reported in this section should be interpreted with caution.
TEXAS STEM REPORT
20 THE CONDITION OF STEM 2015
Overall STEM InterestPercent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Race/Ethnicity and Subject*
* Race/ethnicity categories changed for the 2010–2011 academic year to reflect updated US Department of Education reporting requirements.Note: Reporting achievement by combinations of student characteristics may give rise to small N counts. As a result, outcomes reported in this section should be interpreted with caution.
57
70
46
33
71
53
22
67
78
56
44
86
64
30
Two or More Races
White
Pacific Islander
Hispanic
Asian
American Indian
African American
Mathematics
Science
African American
American Indian
Asian
Hispanic
Pacific Islander
White
Two or More Races
N = 1,802 N = 66 N = 1,319 N = 7,663 N = 39 N = 7,298 N = 484
Percent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Gender and Subject
59 64
49 54
0
20
40
60
80
100
Male Female
Per
cent
Mathematics
Science
Male Female
N = 15,263 N = 4,113
Expressed and Measured InterestPercent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Race/Ethnicity and Subject*
73
78
50
47
77
64
32
74
84
100
56
89
71
40
Two or More Races
White
Pacific Islander
Hispanic
Asian
American Indian
African American
Mathematics
Science
African American
American Indian
Asian
Hispanic
Pacific Islander
White
Two or More Races
N = 385 N = 14 N = 413 N = 2,077 N = 4 N = 2,382 N = 141
Percent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Gender and Subject
69 75
61 68
0
20
40
60
80
100
Male Female
Per
cent
Mathematics
Science
Male Female
N = 4,456 N = 1,157
Engineering and TechnologyMajors/Occupations
TEXAS STEM REPORT
21
Engineering and TechnologyMajors/Occupations
Overall STEM InterestPercent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Educational Aspirations and Subject
11
8
42
70
64
14
9
53
79
74
Voc-tech Degree
Associate’s Degree
Bachelor’s Degree
Master’s Degree
Professional Degree
Mathematics
Science
Professional Degree
Master’s Degree
Bachelor’s Degree
Associate’s Degree
Voc-tech Degree
N = 3,088 N = 4,287 N = 9,334 N = 403 N = 235
Percent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Highest Parental Education Level and Subject
27
39
41
63
72
76
37
48
51
74
81
83
High School Graduate or Less
Certification or Some College
Associate’s Degree
Bachelor’s Degree
Master’s Degree
Professional Degree
Mathematics
Science
Professional
Degree
Master’s Degree
Bachelor’s
Degree
Associate’s
Degree
Certification or Some College
High School Grad or
Less
N = 1,115 N = 2,594 N = 4,838 N = 1,333 N = 2,296 N = 3,802
Expressed and Measured InterestPercent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Educational Aspirations and Subject
10
18
53
78
70
15
17
62
84
78
Voc-tech Degree
Associate’s Degree
Bachelor’s Degree
Master’s Degree
Professional Degree
Mathematics
Science
Professional Degree
Master’s Degree
Bachelor’s Degree
Associate’s Degree
Voc-tech Degree
N = 1,333 N = 1,523 N = 2,508 N = 72 N = 40
Percent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Highest Parental Education Level and Subject
40
51
52
72
79
84
49
59
59
80
85
90
High School Graduate or Less
Certification or Some College
Associate’s Degree
Bachelor’s Degree
Master’s Degree
Professional Degree
Mathematics
Science
Professional
Degree
Master’s Degree
Bachelor’s
Degree
Associate’s
Degree
Certification or Some College
High School Grad or
Less
N = 457 N = 966 N = 1,644 N = 431 N = 698 N = 1,107
Note: Reporting achievement by combinations of student characteristics may give rise to small N counts. As a result, outcomes reported in this section should be interpreted with caution.
TEXAS STEM REPORT
22 THE CONDITION OF STEM 2015
* The “overall STEM interest” counts and percents do not include the “measured only interest” students, as they did not choose a STEM major or occupation.
Engineering and TechnologyMajors/Occupations
TEXAS STEM REPORT
Engineering and Technology Majors/Occupations
Texas N Counts and Percents
Overall STEM Interest* Expressed and Measured Only
N Count Percent N Count Percent
Aeronautical/Aerospace Engineering Technology 121 1 49 1
Aerospace/Aeronautical Engineering 1,345 7 565 10
Agricultural/Bioengineering 137 1 40 1
Architectural Drafting/CAD Technology 77 0 14 0
Architectural Engineering 464 3 91 2
Architectural Engineering Technology 63 0 11 0
Architecture, General 880 5 135 2
Automotive Engineering Technology 204 1 33 1
Biomedical Engineering 1,054 6 578 10
Chemical Engineering 2,221 12 958 17
Civil Engineering 1,267 7 296 5
Civil Engineering Technology 71 0 16 0
Computer Engineering 1,073 6 309 5
Computer Engineering Technology 460 3 98 2
Construction Engineering/Management 292 2 58 1
Construction/Building Technology 50 0 11 0
Drafting/CAD Technology, General 34 0 7 0
Electrical, Electronic, and Communication Engineering 1,180 6 373 7
Electrical/Electronics Engineering Technology 214 1 37 1
Electromechanical/Biomedical Engineering Technology 39 0 24 0
Engineering (Pre-Engineering), General 1,508 8 390 7
Engineering Technology, General 179 1 45 1
Environmental Control Technologies 14 0 5 0
Environmental Health Engineering 179 1 69 1
Industrial Engineering 410 2 81 1
Industrial Production Technologies 38 0 11 0
Mechanical Drafting/CAD Technology 81 0 16 0
Mechanical Engineering 4,067 22 1,143 20
Mechanical Engineering Technology 208 1 47 1
Military Technologies 54 0 9 0
Nuclear Engineering 200 1 92 2
Quality Control and Safety Technologies 5 0 0 0
Surveying Technology 13 0 8 0
Totals 18,202 5,619
23
Texas ACT STEM BenchmarksStudent Readiness for STEM College CourseworkACT added a new STEM score to ACT student score reports in fall 2015. Our goal was to provide students and educators with greater insight into critical aspects of college readiness. This score, derived from the ACT mathematics and science scores, represents students’ overall performance in these two subject areas. Recent research indicated that academic readiness for college coursework in STEM subject areas may require higher scores than the current ACT College Readiness Benchmarks in math and science.3 The findings of this research sparked the development of the ACT STEM Benchmark score.
The ACT STEM College Readiness Benchmark was developed using the same methodology as the single subject area ACT College Readiness Benchmark. Typical grades in first-year college STEM courses (Calculus, General Biology, General Chemistry, and Physics) were combined in a single course success model to determine the ACT STEM test score that was associated with at least a 50% chance of
earning a B or higher or a 75% chance of earning a C or higher in those courses. The resulting ACT STEM College Readiness Benchmark score was 26. Based on that Benchmark, only 20% of the 2015 ACT-tested high school graduating class was ready for first-year STEM college courses.
ACT STEM Benchmark scores are related not only to succeeding in individual math and science courses, but also to achieving longer-term outcomes. Mattern et al. (2015) showed that students with STEM majors who met the ACT STEM Benchmark were more likely to earn a cumulative grade point average of 3.0 or higher, persist in a STEM major, and earn a STEM-related bachelor’s degree than those who failed to meet the Benchmark. Additionally, ongoing research suggests that providing STEM readiness information to prospective students may help facilitate the transition to college by aligning students’ expectations with course demands.
Overall STEM Interest• 66,277 graduates have an interest in STEM.
Percent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Subject
50 43
26
49 45
26
0
20
40
60
80
100
Mathematics Science STEM
Per
cent
Texas Nation
Expressed and Measured Interest• 21,538 graduates have an expressed and measured
interest in STEM, which is 32% of the overall interest.
Percent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Subject
58 52
32
58 54
33
0
20
40
60
80
100
Mathematics Science STEM
Per
cent
Texas Nation
24 THE CONDITION OF STEM 2015
Overall STEM InterestPercent of 2015 ACT-Tested High School Graduates Meeting the ACT STEM Benchmark by Race/Ethnicity*
* Race/ethnicity categories changed for the 2010–2011 academic year to reflect updated US Department of Education reporting requirements.
25
32
17
13
49
8
5
31
38
18
12
56
22
7
Two or More Races
White
Pacific Islander
Hispanic
Asian
American Indian
African American
Texas
Nation
African American
American Indian
Asian
Hispanic
Pacific Islander
White
Two or More Races
N = 6,776 N = 241 N = 4,697 N = 26,181 N = 130 N = 24,150 N = 1,780
Percent of 2015 ACT-Tested High School Graduates Meeting the ACT STEM Benchmark by Gender
31
20
31
21
0
20
40
60
80
100
Male Female
Per
cent
Texas
Nation
Male Female
N = 32,623 N = 33,582
Expressed and Measured InterestPercent of 2015 ACT-Tested High School Graduates Meeting the ACT STEM Benchmark by Race/Ethnicity*
32
38
23
18
54
11
8
38
44
20
17
60
28
11
Two or More Races
White
Pacific Islander
Hispanic
Asian
American Indian
African American
Texas
Nation
African American
American Indian
Asian
Hispanic
Pacific Islander
White
Two or More Races
N = 1,742 N = 75 N = 1,741 N = 8,239 N = 35 N = 8,320 N = 636
Percent of 2015 ACT-Tested High School Graduates Meeting the ACT STEM Benchmark by Gender
40
25
41
26
0
20
40
60
80
100
Male Female
Per
cent
Texas
Nation
Male Female
N = 10,295 N = 11,225
Student Readiness for STEM College CourseworkTexas ACT STEM Benchmarks
25
STEM Interest and Achievement by State
State
Percent of All
Graduates Tested*
Percent of All ACT-Tested Graduates Interested in STEM
Percent of STEM Students Meeting Benchmarks
English Reading Math Science
Alabama 100 52 58 38 28 29
Colorado 100 45 69 49 49 48
Illinois 100 42 69 47 49 45
Kentucky 100 49 64 43 37 38
Louisiana 100 51 64 39 32 32
Michigan 100 47 64 46 42 42
Mississippi 100 52 57 35 26 25
Montana 100 48 63 49 48 44
North Carolina 100 50 52 37 38 31
North Dakota 100 45 67 46 51 47
Tennessee 100 48 64 43 36 36
Utah 100 45 64 50 42 42
Wyoming 100 47 65 45 43 41
Arkansas 93 48 67 47 41 38
Hawaii 93 45 52 36 37 29
Nebraska 88 48 73 54 51 49
Oklahoma 80 51 68 51 39 39
Florida 79 47 60 47 40 36
Minnesota 78 50 78 63 66 60
Missouri 77 49 74 55 51 48
South Dakota 76 55 74 58 56 51
Kansas 74 49 75 57 56 51
Ohio 73 49 75 58 56 53
Wisconsin 73 50 78 59 60 58
New Mexico 71 57 56 42 37 34
Iowa 67 48 80 61 56 56
West Virginia 66 56 72 51 40 40
South Carolina 62 52 64 46 43 39
Georgia 58 51 66 49 43 40
Arizona 56 47 61 44 46 39
District of Columbia 42 36 63 50 51 44
Idaho 42 54 80 64 61 54
26 THE CONDITION OF STEM 2015
State
Percent of All
Graduates Tested*
Percent of All ACT-Tested Graduates Interested in STEM
Percent of STEM Students Meeting Benchmarks
English Reading Math Science
Indiana 41 51 76 59 60 52
Texas 41 53 63 48 50 43
Nevada 40 52 66 49 49 43
Alaska 39 53 71 57 55 45
Oregon 38 45 72 56 56 52
Connecticut 32 45 88 71 73 67
California 30 52 75 57 62 52
Virginia 30 52 80 64 64 58
New Jersey 29 46 80 63 70 59
Vermont 29 50 81 67 66 62
Massachusetts 28 47 86 69 76 67
New York 28 48 82 67 73 66
Maryland 25 51 76 60 62 57
Washington 25 50 75 63 66 59
New Hampshire 23 49 88 71 75 69
Pennsylvania 22 53 80 63 66 59
Delaware 21 56 80 67 64 59
Rhode Island 19 50 81 66 65 59
Maine 10 55 86 70 71 66
Nation 59 49 68 50 49 45
* Totals for graduating seniors were obtained from Knocking at the College Door: Projections of High School Graduates, 8th edition. © December 2012 by the Western Interstate Commission for Higher Education.
STEM Interest and Achievement by State
27
ACT Research
As a nonprofit educational research organization, ACT is committed to producing research that focuses on key issues in education and workforce development. Our goal is to serve as a data resource. We strive to provide policymakers with the information they need to inform education and workforce development policy and to give educators the tools they need to lead more students toward college and career success. What follows are some recent and groundbreaking ACT research studies related to STEM. To review these studies, go to www.act.org/research/summary.
improve yourself
ACT National Curriculum Survey® 2012Policy Implications on Preparing for Higher Standards
ACT National Curriculum Survey®
The ACT National Curriculum Survey is a nationwide survey of educational practices and expectations. Conducted every three to five years by ACT, the
survey collects data about what entering college students should know and be able to do to be ready for college-level coursework in English, math, reading, and science. www.act.org/research-policy/national-curriculum-survey
The Condition of Future Educators 2014National
The Condition of Future Educators 2014Data from past ACT Condition of STEM reports have shown there are few students interested in math or science education as a profession. This report provides current
educators and policymakers a glimpse inside the pipeline of future educators. www.act.org/futureeducators
The Condition of College & Career Readiness 2015National
The Condition of College & Career Readiness 2015Using ACT scores and the ACT College Readiness Benchmarks, The Condition of College & Career Readiness 2015 provides data highlighting the college and career
readiness of the ACT-tested high school class of 2015. This report is updated annually.www.act.org/research/policymakers/cccr15
Broadening the Definition of College and Career Readiness:
A Holistic Approach
By Krista Mattern, Jeremy Burrus, Wayne Camara, Ryan O’Connor, Mary Ann Hansen, James Gambrell,
Alex Casillas, Becky Bobek
ACT Research Report Series 2014 (5)Broadening the Definition of College and Career Readiness: A Holistic Approach The Condition of College & Career Readiness 2015 report revealed that only 28% of 2015 ACT-tested high school graduates met all four
ACT College Readiness Benchmarks. A more holistic approach to college and career readiness is in order. This report provides evidence that educators, policymakers, and employers embrace a wide variety of skills critical for success. The research also shows that we can improve prediction of college and career readiness by measuring a broader range of skills. www.act.org/research/researchers/reports/pdf/ACT_RR2014-5.pdf
Understanding the Underserved LearnerThe Condition of STEM 2014
Understanding the Underserved Learner—The Condition of STEM 2014In developing Understanding the Underserved Learner—The Condition of STEM 2014, ACT’s goal was to further advance STEM
readiness and to honor its commitments to engaging underserved learners in pursuit of their college and career goals. Identifying these students and determining their readiness in math and science could provide them with more opportunities to successfully enter STEM careers and help address the national deficit of skilled STEM workers. www.act.org/stemcondition/14/pdf/STEM-Underserved-Learner.pdf
28 THE CONDITION OF STEM 2015
STEM Resources
ACT has connected with state STEM councils across the country to identify valuable STEM-related resources. These are the top resources suggested by STEM experts.
STEM Premier®
STEM Premier is a virtual platform that connects STEM students with higher education and the workforce. Students can showcase their skills, get ranked and rated, receive guidance, and find STEM scholarships while colleges, technical schools, and corporations can identify, track, and recruit STEM Premier talent.www.stempremier.com
STEMconnector®
STEMconnector is the “one-stop shop” for STEM information. With several products and services, STEMconnector supports its
members in the design, implementation, and measurement of their STEM strategies. Since its launch in 2011, STEMconnector has been the leader in leveraging a network of STEM stakeholders to “make things happen.” STEMconnector’s charge is to identify, inform, and connect entities working in STEM education and careers to assess smart STEM investments and results.www.stemconnector.org
USA Science and Engineering Festival The USA Science and Engineering Festival attracts thousands of K–12 students,
parents, teachers, and STEM professionals in the largest national celebration of STEM. The fourth annual conference will be held April 15–17, 2016, in Washington, DC. www.usasciencefestival.org
National Science Teachers AssociationThe National Science Teachers Association, founded in 1944 and headquartered in Arlington, Va., is the largest organization in the world committed to promoting excellence and innovation in science teaching and learning for all. NSTA’s current membership of 55,000 includes science teachers, science supervisors, administrators, scientists, business and industry representatives, and others involved in and committed to science education.www.nsta.org
Learning Blade®
From the creators of ACT KeyTrain®, Learning Blade is an online system that fosters interest in STEM careers among middle and early high school students. The system includes game-based “missions” that educate students on STEM careers and technologies in a system validated by BattelleEd, providing teachers with STEM instruction and analytics to improve academic performance. www.learningblade.com
USNews.comThe US News STEM Solutions National Leadership Conference is focused on improving America’s science, technology, engineering, and math workforce. As a digital media company committed to covering STEM through in-depth reporting, research, and analysis, US News & World Report will bring the fifth annual leadership conference to the Hilton Baltimore on May 18–20, 2016.www.usnews.com/news/stem-solutions
29
ACT-Defined STEM Majors and Occupations by Area
Science Majors/Occupations
Agronomy and Crop Science
Animal Sciences
Astronomy
Atmospheric Sciences and Meteorology
Biochemistry and Biophysics
Biology, General
Cell/Cellular Biology
Chemistry
Ecology
Environmental Science
Food Sciences and Technology
Forestry
Genetics
Geological and Earth Sciences
Horticulture Science
Marine/Aquatic Biology
Microbiology and Immunology
Natural Resources Conservation, General
Natural Resources Management
Physical Sciences, General
Physics
Science Education
Wildlife and Wildlands Management
Zoology
Computer Science and Mathematics Majors/Occupations
Actuarial Science
Applied Mathematics
Business/Management Quantitative Methods, General
Computer and Information Sciences, General
Computer Network/Telecommunications
Computer Science and Programming
Computer Software and Media Application
Computer System Administration
Data Management Technology
Information Science
Management Information Systems
Mathematics Education
Mathematics, General
Statistics
Webpage Design
Medical and Health Majors/Occupations
Athletic Training
Chiropractic (Pre-Chiropractic)
Dentistry (Pre-Dentistry)
Emergency Medical Technology
Food and Nutrition
Health/Medical Technology, General
Medical Laboratory Technology
Medical Radiologic Technology
Medicine (Pre-Medicine)
Nuclear Medicine Technology
Nursing, Practical/Vocational (LPN)
Nursing, Registered (BS/RN)
Optometry (Pre-Optometry)
Osteopathic Medicine
Pharmacy (Pre-Pharmacy)
Physical Therapy (Pre-Physical Therapy)
Physician Assisting
Respiratory Therapy Technology
Surgical Technology
Veterinarian Assisting/Technology
Veterinary Medicine (Pre-Vet)
Engineering and Technology Majors/Occupations
Aeronautical/Aerospace Engineering Technology
Aerospace/Aeronautical Engineering
Agricultural/Bioengineering
Architectural Drafting/CAD Technology
Architectural Engineering
Architectural Engineering Technology
Architecture, General
Automotive Engineering Technology
Biomedical Engineering
Chemical Engineering
Civil Engineering
Civil Engineering Technology
Computer Engineering
Computer Engineering Technology
Construction Engineering/Management
Construction/Building Technology
Drafting/CAD Technology, General
Electrical, Electronic, and Communication Engineering
Electrical/Electronics Engineering Technology
Electromechanical/Biomedical Engineering Technology
Engineering (Pre-Engineering), General
Engineering Technology, General
Environmental Control Technologies
Environmental Health Engineering
Industrial Engineering
Industrial Production Technologies
Mechanical Drafting/CAD Technology
Mechanical Engineering
Mechanical Engineering Technology
Military Technologies
Nuclear Engineering
Quality Control and Safety Technologies
Surveying Technology
30 THE CONDITION OF STEM 2015
Texas STEM ReportNotes1. When individuals register for the ACT, they are asked to choose a college major they plan to enter as well as
an occupational choice from a list of 294 major and occupational titles. Of these 294 titles, 93 have been identified as STEM related. Assignment of ACT titles to STEM titles was conducted by an expert panel of ACT staff members with knowledge of labor market trends and postsecondary academic programs. Panel decisions were informed by three sources of information: (1) STEM-designated occupations from the US Bureau of Labor Statistics (BLS), (2) STEM-designated degree programs from US Immigration and Customs Enforcement (ICE), and (3) ACT Interest Inventory score profiles for students planning to enter the major/occupation. ACT titles were assigned to STEM when both the corresponding BLS and ICE titles were included in STEM or when the corresponding BLS title was included in STEM and the profile of measured interests of students planning to enter this occupation peaked on the Science and Technology scale. These two guidelines accounted for 89 of the 93 ACT titles assigned to STEM. The remaining four titles were assigned to STEM based on the judged intensiveness of their math and science coursework (major) or work tasks (occupation). ACT titles in the Social Sciences were excluded from this STEM list because many STEM taxonomies do not include majors and occupations in this field.
2. Students were assigned to one of three STEM cohorts: Expressed and Measured, Expressed Only, or Measured Only. These cohorts were based on the pairing of Expressed and Measured STEM interest types, where:
• Students with expressed STEM interest planned on a STEM major or occupation following high school.
• Students with measured STEM interest had a highest ACT Interest Inventory score in Science or had a highest ACT Interest Inventory score in Technology and a second-highest score in Science.
Within each STEM cohort, students were also assigned to one of four STEM areas: Science, Computer Science and Mathematics, Medical and Health, or Engineering and Technology. STEM areas for students in the Expressed and Measured Interest cohort and the Expressed Interest Only cohort were based on the STEM area of students’ planned major. If planned major was not STEM, then the STEM area of their planned occupation was used. For students in the Measured Interest Only cohort, STEM area was based on a crosswalk between ACT Interest Inventory score profile and planned major. The crosswalk was created from a national sample of undergraduate students with a declared major and a grade point average of at least 2.0. (For more information about the crosswalk, go to www.act.org/emtrends/12/interestmajor.html.)
3. Mattern, K., Radunzel, J., & Westrick P. (2015). Development of STEM readiness benchmarks to assist career and educational decision making. (ACT Research Report 2015-3). Iowa City, IA: ACT, Inc.
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ACT is an independent, nonprofit organization that provides assessment, research, information, and program management services in the broad areas of education and workforce development. Each year, we serve millions of people in high schools, colleges, professional associations, businesses, and government agencies, nationally and internationally. Though designed to meet a wide array of needs, all ACT programs and services have one guiding purpose—helping people achieve education and workplace success.
This report can be found at www.act.org/stemcondition
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