Interest in Computer Science and Mathematics by Race/Ethnicity and Gender
Overall STEM Interest
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Percent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Race/Ethnicity and Subject*
Percent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Race/Ethnicity and Subject*
| Race/Ethnicity | Mathematics | Science |
|---|---|---|
| African American | 29% | 26% |
| American Indian | 32% | 35% |
| Asian | 82% | 71% |
| Hispanic | 50% | 42% |
| Pacific Islander | 51% | 49% |
| White | 70% | 69% |
| Two or More Races | 64% | 63% |
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Percent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Gender and Subject
Percent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Gender and Subject
| Gender | Mathematics | Science |
|---|---|---|
| Male | 65% | 62% |
| Female | 63% | 57% |
African American, N = 1,466
American Indian, N = 106
Asian, N = 1,529
Hispanic, N = 2,586
Pacific Islander, N = 37
White, N = 11,554
Two or More Races, N = 823
Male, N = 71,851
Female, N = 28,726
Expressed and Measured Interest
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Percent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Race/Ethnicity and Subject*
Percent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Race/Ethnicity and Subject*
| Race/Ethnicity | Mathematics | Science |
|---|---|---|
| African American | 29% | 26% |
| American Indian | 32% | 35% |
| Asian | 82% | 71% |
| Hispanic | 50% | 42% |
| Pacific Islander | 51% | 49% |
| White | 70% | 69% |
| Two or More Races | 64% | 63% |
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Percent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Gender and Subject
Percent of 2015 ACT-Tested High School Graduates Meeting ACT College Readiness Benchmarks by Gender and Subject
| Gender | Mathematics | Science |
|---|---|---|
| Male | 65% | 62% |
| Female | 63% | 57% |
* 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.