- The majority of students who concentrate in STEM make that choice during high school, and that choice is related to a growing interest in mathematics and science rather than enrollment or achievement.
- Neither race, gender, nor SES had a significant association with earning a degree in STEM.
- Although many fewer students from non-Asian minority groups completed majors in STEM, this finding suggests once in college the likelihood of students earning STEM degrees is equivalent, regardless of demographic background.
- Only the number of science classes completed in high school was positively associated with a STEM degree, an indication that high school course enrollment in STEM classes may be an indicator of STEM-related persistence.
- Students who in eighth grade indicated that they were interested in a science career and those who believed science would be useful in their future were more likely to earn degrees in STEM.
- When asked in 12th grade about their plans for a college major, those who indicated a major in a STEM field were more than three times as likely to earn a STEM degree as those who were planning for a different major at that time.
- Once in college, students who changed majors, failed more classes, or had a child prior to completion of their degree were more likely to complete degrees in a non-STEM field.
- Students involved in loan programs or work-study were no less likely to complete a degree in STEM, meaning that access to these fields is not restricted to those from advantaged financial situations.
- These results indicate that the current policy focus on advanced-level course taking and achievement as measures to increase the flow of students into STEM may be misguided.