Interest in Engineering and Technology 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 | 23% | 23% | 24% | 25% | 25% |
| N Count | Nation | 180,295 | 184,644 | 207,344 | 220,815 | 236,300 |
(N = 236,300)
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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% | 57% | 50% |
| Within 2 Points of Benchmark | 8% | 11% | 7% | 12% |
| Below Benchmark by 3+ Points | 25% | 38% | 36% | 38% |
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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 | 11% |
| 2 | 11% |
| 3 | 12% |
| 4 | 38% |
Expressed and Measured Interest
(N = 71,909)
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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 | 79% | 65% | 72% | 66% |
| Within 2 Points of Benchmark | 6% | 10% | 6% | 11% |
| Below Benchmark by 3+ Points | 14% | 25% | 22% | 23% |
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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 | 15% |
| 1 | 9% |
| 2 | 10% |
| 3 | 13% |
| 4 | 54% |
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.