Interest in Computer Science and Mathematics by Benchmark Attainment
Overall STEM Interest
- Between 2011 and 2015, the percent of students interested in STEM increased by 2%.
Student STEM Interest Trends: 2011–2015
| 2011 | 2012 | 2013 | 2014 | 2015 | ||
|---|---|---|---|---|---|---|
| Percent | Nation | 9% | 9% | 9% | 10% | 11% |
| N Count | Nation | 73,298 | 74,959 | 82,197 | 89,755 | 101,144 |
Overall STEM Interest
(N = 101,144)
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Percent of 2015 ACT-Tested High School Graduates by ACT College Readiness Benchmark Attainment and Subject
Percent of 2015 ACT-Tested High School Graduates by ACT College Readiness Benchmark Attainment and Subject
| Attainment Level | English | Reading | Math | Science |
|---|---|---|---|---|
| Met Benchmark | 67% | 50% | 52% | 46% |
| Within 2 Points of Benchmark | 9% | 11% | 8% | 13% |
| Below Benchmark by 3+ Points | 25% | 38% | 41% | 41% |
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Percent of 2015 ACT-Tested High School Graduates by Number of ACT College Readiness Benchmarks Attained
Percent of 2015 ACT-Tested High School Graduates by Number of ACT College Readiness Benchmarks Attained
| Benchmarks Met | Graduates |
|---|---|
| 0 | 27% |
| 1 | 13% |
| 2 | 12% |
| 3 | 13% |
| 4 | 35% |
Expressed and Measured Interest
(N = 19,159)
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Percent of 2015 ACT-Tested High School Graduates by ACT College Readiness Benchmark Attainment and Subject
Percent of 2015 ACT-Tested High School Graduates by ACT College Readiness Benchmark Attainment and Subject
| Attainment Level | English | Reading | Math | Science |
|---|---|---|---|---|
| Met Benchmark | 78% | 64% | 64% | 61% |
| Within 2 Points of Benchmark | 7% | 10% | 7% | 12% |
| Below Benchmark by 3+ Points | 15% | 26% | 28% | 26% |
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Percent of 2015 ACT-Tested High School Graduates by Number of ACT College Readiness Benchmarks Attained
Percent of 2015 ACT-Tested High School Graduates by Number of ACT College Readiness Benchmarks Attained
| Benchmarks Met | Graduates |
|---|---|
| 0 | 16% |
| 1 | 10% |
| 2 | 11% |
| 3 | 14% |
| 4 | 48% |
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.