Interest in Science by Benchmark Attainment
Overall STEM Interest
- Between 2011 and 2015, the percent of students interested in STEM decreased by 1%.
Student STEM Interest Trends: 2011–2015
| 2011 | 2012 | 2013 | 2014 | 2015 | ||
|---|---|---|---|---|---|---|
| Percent | Nation | 23% | 23% | 22% | 22% | 22% |
| N Count | Nation | 176,490 | 183,857 | 195,098 | 200,461 | 208,520 |
Overall STEM Interest
(N = 208,520)
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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 | 75% | 59% | 53% | 51% |
| Within 2 Points of Benchmark | 8% | 12% | 9% | 14% |
| Below Benchmark by 3+ Points | 17% | 29% | 38% | 35% |
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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 | 20% |
| 1 | 13% |
| 2 | 14% |
| 3 | 14% |
| 4 | 39% |
Expressed and Measured Interest
(N = 88,410)
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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 | 81% | 65% | 61% | 59% |
| Within 2 Points of Benchmark | 7% | 11% | 8% | 14% |
| Below Benchmark by 3+ Points | 13% | 24% | 31% | 27% |
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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 | 11% |
| 2 | 13% |
| 3 | 15% |
| 4 | 46% |
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.