The Condition of STEM 2014 Illinois

The Condition
of STEM 2014
Illinois
The Condition of STEM 2014

Illinois
ACT has been a leader in measuring college and career

readiness trends since 1959. Each August, we release The
Condition of College & Career Readiness (www.act.org/
newsroom/data/2014), our annual report on the progress
of the ACT-tested graduating class relative to college
readiness. Nationally, 57% of the 2014 graduating class
took the ACT college readiness assessment. The
continued increase of test takers enhances the breadth
and depth of our data pool, providing a comprehensive
picture of the current college readiness levels of the
graduating class as well as offering a glimpse of the
emerging national educational and STEM pipeline. It also
allows us to review various aspects of the ACT-tested 2014
graduating class.
This report reviews the graduating class in the context of
STEM (Science, Technology, Engineering, Mathematics)related fields. ACT is uniquely positioned to deliver this
report for two key reasons. First is our commitment to
science by the inclusion of subject-level science tests in
our assessments. Second is our research-based measure
of interests, the ACT Interest Inventory, which is delivered
with the ACT and determines inherent interest in
occupations and majors. With the inventory, we can
determine student interest levels in specific STEM fields
and, more importantly, readiness in math and science
among students interested in STEM careers. The report
breaks the graduating class into three STEM-related
cohorts:1
1. Students who have an expressed and measured interest
in STEM.
2. Students who have an expressed interest onlythose
who chose a major or occupation (out of the 294 listed
in the Standard Profile Section of the ACT) that
corresponds with STEM fields.
3. Students who have a measured interest onlythose
who indicated STEM interest on the ACT Interest
Inventory.
Refining the Definition of STEM2

As weve continued our STEM research, weve renewed our
focus on the inconsistency of STEM definitions across the
country. In order to maintain consistency and offer states
the opportunity to use this report as a baseline for statelevel STEM initiatives, we created areas within our STEM
fields in 2013. The table on page 28 describes how ACT
chose to categorize them, based on the occupations and
majors listed on the ACT. We determined four key areas:
Science, Computer Science and Mathematics,

Medical and Health, and Engineering and Technology.
This report will show achievement levels in each of these
areas on a national level. In addition, the actual number and
percentage of students interested in specific majors and
occupations are provided. We include this so that STEM
councils and other state officials can more accurately
assess the numbers of students in specific major/
occupational pipelines. The report will assist officials in
documenting success of STEM initiatives that focus on
generating interest in specific STEM fields.
ACTs Commitment to STEM

ACT recently launched ACT Aspire, an assessment system
focused on grades 310. ACT Aspire covers the same
subjects as the ACT: English, reading, math, science, and
writing. Based on the ACT College and Career Readiness
Standards and aligned to the Common Core State
Standards, ACT Aspire will provide an early indicator as well
as a longitudinal overview of statewide and national college
and career readiness. To complement the information
in this report, ACT created a STEM score within the
ACT Aspire reporting format and will make STEM scores
an integral part of the ACT college readiness assessment
reporting format in 2015. These steps will give educators
and STEM leaders an early and ongoing view of the STEM
pipeline within their states.
Upcoming projects at ACT include the development of ACT
College and Career Readiness Benchmarks focused on the
skills and knowledge students will need to be successful in
STEM majors and occupations. In addition, we continue to
provide additional research and data on the importance of
developing a more holistic view of college and career
readiness.
Our goal is to help educators, parents, and STEM councils
and organizations broaden STEM opportunities for
students at all levels. We must work together to get more
students prepared to succeed in STEM careers. This is a
critical step if the United States is to remain a world leader,
and ACT is committed to research and assessment
practices that make enhanced STEM opportunities for
students a reality.
Please note that reporting achievement by combinations of
student characteristics may give rise to small N counts. As a
result, outcomes in this report should be interpreted with
caution.
2014 by ACT, Inc. All rights reserved. The ACT college readiness assessment is a registered trademark of ACT, Inc., in the USA and other countries.
The ACT National Curriculum Survey is a registered trademark of ACT, Inc. ACT Aspire is a trademark of ACT, Inc.
2 THE CONDITION OF STEM 2014
2769
Key Findings
from the National Condition of STEM 2014 Report

1. Interest in STEM remains high. Similar to last year, approximately half (49%) of ACT-tested 2014 graduatesnearly
900,000 studentshad an interest in STEM. While this level of interest is encouraging, the findings suggest more must
be done to keep interested students engaged in STEM fields as they move into postsecondary education and transition
into the workplace.
Of those students interested in STEM, nearly half (49%) had only an expressed interest, not a measured interest.
In other words, these students express an interest in pursuing a STEM major or occupation, but their ACT Interest
Inventory results do not reveal an inherent interest in STEM. Ideal intervention strategies for these students will allow
them to understand what takes place in a specific major or occupation and define an educational plan for them.
In comparison, 17% of STEM-interested students had only a measured interest, not an expressed interest. ACT Interest
Inventory results suggest those students have an inherent interest in STEM, but they have not expressed an interest in
pursuing a STEM major or occupation. A wider net must be cast with the goal of guiding and nurturing all students so
they have an opportunity to experience success and gain interest in STEM fields. More must be done to identify and
foster this interest earlier in students educational experiences.
The percentage of students interested in STEM has increased slightly over the past five years. The biggest increases were
in the Engineering and Technology area, with engineering majors driving most of the growthespecially mechanical
engineering.
2. Achievement levels in math and science need to improve. While large numbers of students are interested in STEM,
achievement levels remain far too low to foster success in most STEM fields. Overall, just 43% of ACT-tested 2014
graduates met the ACT College Readiness Benchmark in math, and only 37% met the Benchmark in science. Among
graduates interested in STEM, Benchmark attainment was only slightly higher: 50% in math and 43% in science.
3. Achievement levels are highest when STEM interest is both expressed and measured. Students who have both
expressed and measured interest in STEM are more likely to meet three or more ACT College Readiness Benchmarks,
suggesting they are better prepared for success in college coursework. Furthermore, STEM students who aspire to higher
levels of education are more likely to have an expressed and measured interest than those with lower aspirations.
Overall and Expressed/Measured STEM Interest by Level of Educational Aspiration
Professional
Degree
Masters
Degree
Bachelors
Degree
Associates
Degree
Voc-tech
Degree
Overall STEM Interest N
277,885
141,852
372,858
35,157
11,818
Expressed/Measured N
133,745
50,101
106,729
7,190
1,720
48.1%
35.3%
28.6%
20.5%
14.6%
Expressed/Measured Percent
Previous ACT research has shown a similar pattern in college outcomes where students who enter a major that matches
their interests are more likely to remain in their major, persist in college, and complete their degree in a timely manner than
students whose major and interests do not match.
4. Female interest in STEM is high. Males are more likely than females to be interested in STEM, but the actual number of
females who are interested in STEM is quite high. Male interest in STEM tends to be driven by engineering and math,
while female interest is driven by medical/health and, surprisingly, the sciences. Nursing is the single biggest interest area
for females in medical/health, while biology is the biggest interest area for them in the sciences. Other STEM areas of
particularly strong interest to females are animal sciences, biochemistry and biophysics, cell/cellular biology, chemistry,
genetics, and marine aquatic biology.
5. Interest in teaching STEM subject areas is low. The number of graduates who are interested in teaching math or
science is low compared to the likely future demand for such teachers. The proposed federal STEM Teacher Pathways
program seeks to produce 100,000 high-quality math and science teachers in the next decade. Out of the more than
1.8million 2014 graduates tested, however, only 4,424 students expressed an interest in teaching math, while a meager
1,115 expressed an interest in teaching science.
Illinois STEM Report
Attainment of College and Career Readiness

Overall STEM Interest
Between 2010 and
2014, the percent
of students
interested in STEM
stayed the same.
Student STEM Interest Trends: 20102014, State vs. Nation

2010
Percent
N Count
Illinois
2011
42%
2012
43%
2013
43%
2014
42%
42%
Nation
48%
48%
48%
48%
49%
Illinois
60,601
61,414
63,664
67,796
66,623
Nation
749,292
780,541
804,507
868,194
899,684
Expressed and Measured Interest
66,623 of your graduates have an interest in STEM.
22,149 of your graduates have an expressed and measured

interest in STEM, which is 33% of the overall interest.
Percent of 2014 ACT-Tested High School Graduates

Meeting ACT College Readiness Benchmarks by
Subject

Subject
100
100
80
69 68
60
49 50
47 48
Percent
Percent
80
43 43
40
32 32
80
77
61 59
59 57
60
54 52
43
40
40
20
20
0
English
Reading
Mathematics
Illinois
Science
English
All Four
Subjects
Reading
Mathematics
Illinois
Nation
Science
All Four
Subjects
Nation
Expressed Interest Only
Measured Interest Only
31,421 of your graduates have an expressed interest in

STEM, which is 47% of the overall interest.
13,053 of your graduates have a measured interest in

STEM, which is 20% of the overall interest.

Subject

Subject
100
100
80
80
65 65
60
40
40
44
43
Percent
Percent
63 64
47
37 38
60
44 46
41 41
40
37 38
27 28
20
26 26
20
0
English
Reading
Mathematics
Illinois
Science
All Four
Subjects
Nation
Note: Percents in this report may not sum to 100% due to rounding.
English
Reading
Mathematics
Illinois
Nation
Science
All Four
Subjects

Overall STEM Interest (N = 66,623)
by ACT College Readiness Benchmark Attainment
and Subject

by Number of ACT College Readiness Benchmarks
Attained
100
100
23
40
42
42
13
15
Percent
8
60
40
69
20
47
49
Reading
Mathematics
80
Below Benchmark
by 3+ Points
Within 2 Points
of Benchmark
Met Benchmark
Percent
80
40
32 32
28 26
43
20
0
English
60
14 15
13 14
13 14
2
Benchmarks Met
Science
Illinois
Nation
Expressed and Measured Interest (N = 22,149)

and Subject

Attained
100
100
14
6
13
60
40
29
31
8
30
15
80
59
61
80
Below Benchmark
by 3+ Points
Within 2 Points
of Benchmark
Met Benchmark
Percent
Percent
80
60
43
40
54
20
20
0
English
Reading
Mathematics
Science
17 19
13 13
13 13
15 15
2
Benchmarks Met
40
0
0
Illinois
Nation

Race/Ethnicity and Subject*
100
19
14
American
Indian
31
80
22
75
Asian
64
Mathematics
33
Hispanic
Percent
African
American

Gender and Subject
24
Science
Pacific
Islander
55
60
53
47
Mathematics
45
38
40
Science
39
60
54
White
Two or
More Races
20
51
45
African
American
American
Indian
N = 8,147
N = 170
Asian
Hispanic
Pacific
Islander
White
Two or
More Races
N = 3,783 N = 12,918 N = 128 N = 34,730 N = 2,137
Male
Female
Male
Female
N = 34,316
N = 32,258

African
American
100
28
23
American
Indian
50
80
40
Mathematics
43
34
Pacific
Islander
Percent
71
Hispanic
Science
62
62
55
60
48
Mathematics
Science
40
51
69
64
White
Two or
More Races
N = 1,799
68
81
Asian
African
American

Gender and Subject
20
63
57
Male
American
Indian
N = 48
Asian
Hispanic
N = 1,657 N = 3,994
Pacific
Islander
N = 39
White
Two or
More Races
N = 12,554 N = 741
Female
Male
Female
N = 10,726
N = 11,412
* Race/ethnicity categories changed for the 20102011 academic year to reflect updated US Department of Education reporting requirements.

Educational Aspirations and Subject
55
Masters
Degree
69
Masters
Degree
62
Mathematics
41
35
Bachelors
Degree
Associates
Degree
11
9
Voc-tech
Degree
11
8
78
72
Professional
Degree
63
Professional
Degree

Highest Parental Education Level and Subject
Science
70
61
54
Bachelors
Degree
High School
Graduate or Less
Professional
Degree
Masters
Degree
Bachelors
Degree
Associates
Degree
Voc-tech
Degree
Professional
Degree
N = 19,239
N = 10,652
N = 27,366
N = 3,730
N = 1,303
N = 3,968
Masters
Degree
Mathematics
Science
42
36
Associates
Degree
Certification or
Some College
78
39
33
27
20
Bachelors
Degree
Associates
Degree
Certification High School

or Some
Grad or
College
Less
N = 8,434 N = 15,743 N = 6,961 N = 10,233 N = 15,695

63
68
Mathematics
49
43
Bachelors
Degree
Associates
Degree
14
12
Voc-tech
Degree
16
15
82
76
Masters
Degree
75
Masters
Degree
86
80
Professional
Degree
71
Professional
Degree

Science
70
63
Bachelors
Degree
Associates
Degree
52
45
Certification or
Some College
50
44
High School
Graduate or Less
29
Mathematics
Science
37
Professional
Degree
Masters
Degree
Bachelors
Degree
Associates
Degree
Voc-tech
Degree
Professional
Degree
Masters
Degree
Bachelors
Degree
Associates
Degree
N = 9,384
N = 3,821
N = 7,579
N = 654
N = 189
N = 1,729
N = 3,545
N = 5,976
N = 2,312

or Some
Grad or
College
Less
N = 3,273
N = 4,589
ILLINOIS STEM REPORT
Science
Majors/Occupations
Between 2010 and
2014, the percent
of students
interested in STEM
stayed the same.

2010
Percent
N Count
Illinois
2011
20%
2012
21%
2013
21%
2014
21%
20%
Nation
22%
23%
23%
22%
22%
Illinois
12,196
12,608
13,233
13,943
13,186
Nation
166,284
176,490
183,857
195,098
200,461

and Subject

Attained
100
100
16
6
12
60
40
29
36
34
15
78
58
56
20
80
Below Benchmark
by 3+ Points
Within 2 Points
of Benchmark
Met Benchmark
Percent
Percent
80
60
51
20
0
English
Reading
Mathematics
40
40
19
13
13
14
2
Benchmarks Met
Science

and Subject
100
10
5

Attained
100
22
26
25
12
15
80
60
40
86
66
66
61
20
Below Benchmark
by 3+ Points
Within 2 Points
of Benchmark
Met Benchmark
Percent
Percent
80
60
40
20
0
English
Reading
Mathematics
Science
50
12
11
12
2
Benchmarks Met
15
0
3
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.
Science
Majors/Occupations
100
24
21
American
Indian
36
30
80
80
Asian
70
Mathematics
38
Hispanic
Percent
African
American

Gender and Subject
31
Science
Pacific
Islander
55
50
64
60
White
Two or
More Races
60
58
54
54
49
Mathematics
Science
40
20
57
53
0
Male
Female
African
American
American
Indian
Asian
Hispanic
Pacific
Islander
White
Two or
More Races
Male
Female
N = 1,108
N = 33
N = 830
N = 2,322
N = 20
N = 7,418
N = 470
N = 6,025
N = 7,150

African
American

Gender and Subject
100
31
29
American
Indian
55
55
80
82
Asian
Mathematics
49
Hispanic
41
Pacific
Islander
Percent
73
Science
25
25
73
68
White
Two or
More Races
69
65
60
64
58
Mathematics
Science
40
20
71
67
0
Male
Female
African
American
American
Indian
Asian
Hispanic
Pacific
Islander
White
Two or
More Races
Male
Female
N = 380
N = 11
N = 394
N = 851
N=4
N = 3,205
N = 190
N = 2,417
N = 2,959
Science
Majors/Occupations
Professional
Degree
71
65
Masters
Degree
71
65
Associates
Degree
Voc-tech
Degree
83
77
Professional
Degree
80
74
Masters
Degree
Mathematics
44
40
Bachelors
Degree

Science
10
10
Mathematics
Science
46
43
Associates
Degree
Certification or
Some College
12
13
64
59
Bachelors
Degree
42
38
High School
Graduate or Less
31
27
Professional
Degree
Masters
Degree
Bachelors
Degree
Associates
Degree
Voc-tech
Degree
Professional
Degree
Masters
Degree
Bachelors
Degree
Associates
Degree
N = 4,609
N = 2,163
N = 4,782
N = 473
N = 128
N = 1,089
N = 1,978
N = 3,305
N = 1,233

or Some
Grad or
College
Less
N = 1,857
N = 2,461

Professional
Degree
76
70
Masters
Degree
75
71
Associates
Degree
88
82
Professional
Degree
85
79
Masters
Degree
Mathematics
51
45
Bachelors
Degree

Science
14
13
72
67
Bachelors
Degree
Associates
Degree
Certification or
Some College
52
46
Voc-tech
Degree
20
20
Professional
Degree
Masters
Degree
Bachelors
Degree
Associates
Degree
Voc-tech
Degree
Professional
Degree
Masters
Degree
Bachelors
Degree
Associates
Degree
N = 2,534
N = 962
N = 1,631
N = 97
N = 25
N = 539
N = 963
N = 1,522
N = 523
High School
Graduate or Less
Mathematics
Science
55
50
43
36

or Some
Grad or
College
Less
N = 758
N = 883
Science
Majors/Occupations
Illinois N Counts and Percents
Science Majors/Occupations
Overall STEM Interest*

N Count
Percent
Expressed and
Measured Only
N Count
Percent
91
45
Animal Sciences
396
168
Astronomy
244
168
Agronomy and Crop Science
Atmospheric Sciences and Meteorology
148
95
Biochemistry and Biophysics
902
10
600
11
2,130
24
1,442
27
Cell/Cellular Biology
379
238
Chemistry
780
539
10
Ecology
101
64
Environmental Science
139
58
Food Sciences and Technology
131
33
Forestry
89
22
Genetics
249
157
Geological and Earth Sciences
130
75
54
21
Marine/Aquatic Biology
648
396
Microbiology and Immunology
158
113
Natural Resources Conservation, General
173
70
50
14
Physical Sciences, General
428
277
Physics
441
297
111
57
156
51
679
379
Biology, General
Horticulture Science
Natural Resources Management
Science Education
Wildlife and Wildlands Management
Zoology
Totals
8,807
5,379
* The overall STEM interest counts and percents do not include the measured only interest students, as they did not choose a STEM major
or occupation.
11
Computer Science and Mathematics

Majors/Occupations
Between 2010 and
2014, the percent
of students
interested in STEM
increased by 1%.

2010
Percent
N Count
Illinois
2011
11%
2012
11%
2013
11%
2014
11%
12%
Nation
10%
9%
9%
9%
10%
Illinois
6,946
6,668
6,950
7,357
7,780
Nation
73,458
73,298
74,959
82,197
89,755

and Subject

Attained
100
100
27
80
44
44
80
45
60
12
14
40
65
20
43
48
Reading
Mathematics
Below Benchmark
by 3+ Points
Within 2 Points
of Benchmark
Met Benchmark
Percent
Percent
40
40
31
20
0
English
60
30
14
13
13
2
Benchmarks Met
Science

and Subject

Attained
100
100
16
6
60
40
29
32
30
11
14
78
59
60
80
Below Benchmark
by 3+ Points
Within 2 Points
of Benchmark
Met Benchmark
Percent
Percent
80
60
43
40
56
20
20
0
English
Reading
Mathematics
Science
18
12
12
2
Benchmarks Met
15
0
0

Majors/Occupations
100
18
14
American
Indian
21
26
80
72
Asian
60
Mathematics
31
Hispanic
20
Pacific
Islander
Percent
African
American

Gender and Subject
Science
33
33
61
White
49
41
40
46
Mathematics
38
Science
20
54
Two or
More Races
60
51
45
0
Male
Female
African
American
American
Indian
Asian
Hispanic
Pacific
Islander
White
Two or
More Races
Male
Female
N = 1,048
N = 19
N = 417
N = 1,494
N=6
N = 3,942
N = 237
N = 5,716
N = 2,061

African
American

Gender and Subject
100
25
20
American
Indian
100
100
80
75
Asian
Mathematics
42
36
Hispanic
Percent
67
Science
Pacific
Islander
68
65
White
Two or
More Races
60
60
57
58
48
Mathematics
Science
40
20
62
49
Male
Female
African
American
American
Indian
Asian
Hispanic
Pacific
Islander
White
Two or
More Races
Male
Female
N = 108
N=1
N = 97
N = 221
N=0
N = 782
N = 39
N = 1,165
N = 187
13

Majors/Occupations
50
63
Voc-tech
Degree
Mathematics
47
40
Bachelors
Degree
Associates
Degree
Masters
Degree
73
Masters
Degree
73
68
Professional
Degree
60
Professional
Degree

Science
14
10
69
Bachelors
Degree
51
11
High School
Graduate or Less
59
Mathematics
Science
42
36
Associates
Degree
38
32
Certification or
Some College
80
20
28
Professional
Degree
Masters
Degree
Bachelors
Degree
Associates
Degree
Voc-tech
Degree
Professional
Degree
Masters
Degree
Bachelors
Degree
Associates
Degree
N = 842
N = 1,309
N = 4,134
N = 566
N = 259
N = 400
N = 987
N = 1,755
N = 765

or Some
Grad or
College
Less
N = 1,189
N = 1,974

61
71
Mathematics
57
53
Bachelors
Degree
Associates
Degree
13
Voc-tech
Degree
12
12
79
72
Masters
Degree
78
Masters
Degree
89
87
Professional
Degree
70
Professional
Degree

Science
66
64
Bachelors
Degree
Associates
Degree
43
48
45
Certification or
Some College
21
High School
Graduate or Less
Mathematics
Science
51
33
42
Professional
Degree
Masters
Degree
Bachelors
Degree
Associates
Degree
Voc-tech
Degree
Professional
Degree
Masters
Degree
Bachelors
Degree
Associates
Degree
N = 200
N = 268
N = 766
N = 53
N = 26
N = 90
N = 228
N = 377
N = 129

or Some
Grad or
College
Less
N = 193
N = 287

Majors/Occupations

Majors/Occupations

N Count
Percent
Expressed and
Measured Only
N Count
Percent
Actuarial Science
134
13
Applied Mathematics
144
31
Business/Management Quantitative Methods, General
536
10
46
1,018
18
314
23
264
63
1,614
29
539
40
Computer Software and Media Application
561
10
132
10
Computer System Administration
Computer and Information Sciences, General

Computer Network/Telecommunications
Computer Science and Programming
123
32
Data Management Technology
35
Information Science
39
104
Mathematics Education
461
58
Mathematics, General
336
62
Statistics
101
15
Webpage Design
150
24
Management Information Systems
Totals
5,620
1,352
or occupation.
15
Medical and Health

Majors/Occupations
Between 2010 and
2014, the percent
of students
interested in STEM
stayed the same.

2010
Percent
N Count
Illinois
2011
43%
2012
44%
2013
45%
2014
44%
43%
Nation
45%
45%
45%
44%
43%
Illinois
26,143
26,936
28,475
29,783
28,782
Nation
334,959
350,458
361,047
383,555
388,653

and Subject

Attained
100
100
24
Percent
42
47
60
14
40
17
68
20
43
44
Reading
Mathematics
80
46
Below Benchmark
by 3+ Points
Within 2 Points
of Benchmark
Met Benchmark
Percent
80
40
29
20
37
0
English
60
27
16
14
13
2
Benchmarks Met
Science

and Subject

Attained
100
100
16
7
60
40
34
15
38
37
17
77
52
20
53
46
0
English
Reading
Mathematics
Science
80
Below Benchmark
by 3+ Points
Within 2 Points
of Benchmark
Met Benchmark
Percent
Percent
80
60
40
20
34
21
16
14
15
2
Benchmarks Met
0
0
Medical and Health

Majors/Occupations
African
American
16
12
American
Indian
14

Gender and Subject
100
26
80
71
Asian
Hispanic
Percent
59
Mathematics
29
21
Science
Pacific
Islander
54
60
53
47
Mathematics
40
40
33
Science
35
55
49
White
Two or
More Races
20
47
38
African
American
American
Indian
N = 3,980
N = 70
Asian
Hispanic
N = 1,675 N = 5,740
Pacific
Islander
N = 69
White
Two or
More Races
N = 14,581 N = 941
Male
Female
Male
Female
N = 8,268
N = 20,494

African
American
24
19
American
Indian
21

Gender and Subject
100
38
80
64
77
Asian
Mathematics
37
Hispanic
27
Pacific
Islander
Percent
65
Science
62
60
58
48
41
40
Mathematics
Science
50
60
55
White
Two or
More Races
20
55
48
Male
Female
African
American
American
Indian
Asian
Hispanic
Pacific
Islander
White
Two or
More Races
Male
Female
N = 960
N = 24
N = 822
N = 2,042
N = 26
N = 5,728
N = 356
N = 2,969
N = 7,560
17
Medical and Health

Majors/Occupations
58
Professional
Degree
57
Masters
Degree
Professional
Degree
50
Masters
Degree
49
Mathematics
31
25
Bachelors
Degree
Associates
Degree
10
8
Voc-tech
Degree
10
10

Science
75
68
63
56
48
Bachelors
Degree
Associates
Degree
38
32
Certification or
Some College
36
30
High School
Graduate or Less
71
Mathematics
Science
23
17
Professional
Degree
Masters
Degree
Bachelors
Degree
Associates
Degree
Voc-tech
Degree
Professional
Degree
Masters
Degree
Bachelors
Degree
Associates
Degree
N = 11,393
N = 3,809
N = 10,545
N = 1,414
N = 220
N = 1,565
N = 3,147
N = 6,665
N = 3,292

or Some
Grad or
College
Less
N = 4,786
N = 7,261

57
51
Associates
Degree
Voc-tech
Degree
Mathematics
34
28
Bachelors
Degree
74
68
Masters
Degree
59
Masters
Degree
80
73
Professional
Degree
65
Professional
Degree

Science
12
11
12
14
63
55
Bachelors
Degree
Associates
Degree
46
38
Certification or
Some College
45
40
High School
Graduate or Less
23
Mathematics
Science
31
Professional
Degree
Masters
Degree
Bachelors
Degree
Associates
Degree
Voc-tech
Degree
Professional
Degree
Masters
Degree
Bachelors
Degree
Associates
Degree
N = 5,578
N = 1,285
N = 3,069
N = 332
N = 50
N = 708
N = 1,374
N = 2,710
N = 1,227

or Some
Grad or
College
Less
N = 1,721
N = 2,468
Medical and Health

Majors/Occupations

Medical and Health Majors/Occupations

N Count
Percent
Expressed and
Measured Only
N Count
Percent
1,513
403
Chiropractic (Pre-Chiropractic)
140
50
Dentistry (Pre-Dentistry)
792
317
Emergency Medical Technology
376
131
Food and Nutrition
440
70
Health/Medical Technology, General
955
406
Medical Laboratory Technology
152
69
Athletic Training
590
245
5,083
21
3,075
29
49
23
Nursing, Practical/Vocational (LPN)
1,419
424
Nursing, Registered (BS/RN)
6,631
27
2,589
25
184
90
25
12
Pharmacy (Pre-Pharmacy)
1,380
698
Physical Therapy (Pre-Physical Therapy)
2,372
10
806
426
240
26
249
141
410
145
1,122
596
Medical Radiologic Technology

Medicine (Pre-Medicine)
Nuclear Medicine Technology
Optometry (Pre-Optometry)
Osteopathic Medicine
Physician Assisting
Respiratory Therapy Technology
Surgical Technology
Veterinarian Assisting/Technology
Veterinary Medicine (Pre-Vet)
Totals
24,334
10,533
or occupation.
19
Engineering and Technology

Majors/Occupations
Between 2010 and
2014, the percent
of students
interested in STEM
stayed the same.

2010
Percent
N Count
Illinois
2011
25%
2012
25%
2013
24%
2014
25%
25%
Nation
23%
23%
23%
24%
25%
Illinois
15,316
15,202
15,006
16,713
16,875
Nation
174,591
180,295
184,644
207,344
220,815

and Subject

Attained
100
100
27
42
80
39
40
80
60
12
13
40
66
47
20
54
Below Benchmark
by 3+ Points
Within 2 Points
of Benchmark
Met Benchmark
Percent
Percent
47
Reading
Mathematics
40
36
30
20
0
English
60
11
10
12
2
Benchmarks Met
Science

and Subject
80
13
5
100
25
Percent
11
21
6
23
80
12
60
40
82
65
73
66
20
Below Benchmark
by 3+ Points
Within 2 Points
of Benchmark
Met Benchmark
Percent
100

Attained
40
20
0
English
Reading
Mathematics
Science
55
60
15
8
2
Benchmarks Met
13
0
0

Majors/Occupations
100
23
16
American
Indian
38
80
27
80
Asian
62
70
Mathematics
38
Hispanic
28
Pacific
Islander
Percent
African
American

Gender and Subject
Science
61
60
54
53
46
Mathematics
Science
40
42
66
60
White
Two or
More Races
20
55
49
0
Male
Female
African
American
American
Indian
Asian
Hispanic
Pacific
Islander
White
Two or
More Races
Male
Female
N = 2,011
N = 48
N = 861
N = 3,362
N = 33
N = 8,789
N = 489
N = 14,307
N = 2,553

African
American

Gender and Subject
100
37
30
American
Indian
82
67
80
58
64
92
Asian
Mathematics
41
Pacific
Islander
Percent
84
53
Hispanic
75
72
Science
78
60
Mathematics
Science
40
67
82
White
20
76
Two or
More Races
72
65
Male
Female
African
American
American
Indian
Asian
Hispanic
Pacific
Islander
White
Two or
More Races
Male
Female
N = 351
N = 12
N = 344
N = 880
N=9
N = 2,839
N = 156
N = 4,175
N = 706
21

Majors/Occupations
65
73
Associates
Degree
Voc-tech
Degree
Mathematics
51
Bachelors
Degree
84
77
Masters
Degree
80
Masters
Degree
81
74
Professional
Degree
73
Professional
Degree

43
Science
12
9
69
61
Bachelors
Degree
11
High School
Graduate or Less
Science
43
36
Certification or
Some College
Mathematics
46
40
Associates
Degree
22
30
Professional
Degree
Masters
Degree
Bachelors
Degree
Associates
Degree
Voc-tech
Degree
Professional
Degree
Masters
Degree
Bachelors
Degree
Associates
Degree
N = 2,395
N = 3,371
N = 7,905
N = 1,277
N = 696
N = 914
N = 2,322
N = 4,018
N = 1,671

or Some
Grad or
College
Less
N = 2,401
N = 3,999

84
78
Professional
Degree
89
Masters
Degree
82
Associates
Degree
Voc-tech
Degree
Mathematics
66
Bachelors
Degree
58
Science
19

Professional
Degree
92
86
Masters
Degree
92
85
82
76
Bachelors
Degree
Associates
Degree
55
18
15
High School
Graduate or Less
Mathematics
Science
63
56
Certification or
Some College
12
64
37
47
Professional
Degree
Masters
Degree
Bachelors
Degree
Associates
Degree
Voc-tech
Degree
Professional
Degree
Masters
Degree
Bachelors
Degree
Associates
Degree
N = 1,072
N = 1,306
N = 2,113
N = 172
N = 88
N = 392
N = 980
N = 1,367
N = 433

or Some
Grad or
College
Less
N = 601
N = 951

Majors/Occupations

Majors/Occupations

N Count
Percent
Expressed and
Measured Only
N Count
Percent
Aeronautical/Aerospace Engineering Technology
102
48
Aerospace/Aeronautical Engineering
721
365
Agricultural/Bioengineering
101
43
91
16
381
85
52
14
901
159
Automotive Engineering Technology
501
74
Biomedical Engineering
633
398
Chemical Engineering
737
441
Civil Engineering
769
225
Architectural Drafting/CAD Technology

Architectural Engineering
Architectural Engineering Technology
Architecture, General
68
19
1,079
332
Computer Engineering Technology
402
109
Construction Engineering/Management
383
46
Construction/Building Technology
157
24
Drafting/CAD Technology, General
113
29
Electrical, Electronic, and Communication Engineering
795
244
Electrical/Electronics Engineering Technology
280
73
Civil Engineering Technology

Computer Engineering
34
17
2,422
16
907
19
516
143
15
Environmental Health Engineering
131
58
Industrial Engineering
207
56
Industrial Production Technologies
26
Mechanical Drafting/CAD Technology
83
22
Electromechanical/Biomedical Engineering Technology

Engineering (Pre-Engineering), General
Engineering Technology, General
Environmental Control Technologies
2,300
16
681
14
Mechanical Engineering Technology
266
75
Military Technologies
335
81
Nuclear Engineering
190
84
Quality Control and Safety Technologies
Surveying Technology
Mechanical Engineering
Totals
14,809
4,885
or occupation.
23
STEM
Interest and Achievement by State

Percent
of All
Graduates
Tested*
Percent of All
ACT-Tested
Graduates
Interested
in STEM
Alabama
80
Alaska
State
Percent of STEM Students Meeting Benchmarks

English
Reading
Math
Science
53
68
45
36
36
37
54
71
55
55
44
Arizona
55
48
60
42
45
36
Arkansas
93
49
67
45
40
37
California
29
52
74
53
63
48
Colorado
100
45
69
49
48
45
29
46
87
67
74
65
Connecticut
Delaware
18
55
79
65
66
57
District of Columbia
37
40
64
49
54
45
Florida
81
46
60
43
40
33
Georgia
53
50
66
46
43
38
Hawaii
90
46
48
30
34
25
Idaho
45
53
77
58
59
50
Illinois
100
42
69
47
49
43
Indiana
40
51
76
57
60
51
Iowa
68
49
79
58
56
55
Kansas
75
49
75
55
57
50
Kentucky
100
50
64
42
36
35
Louisiana
100
51
63
37
32
29
Maine
51
86
62
70
57
Maryland
22
50
76
57
62
54
Massachusetts
23
46
86
67
77
63
100
47
64
42
43
40
Minnesota
76
50
80
59
68
59
Mississippi
100
53
58
34
25
24
Missouri
76
48
75
54
51
49
Montana
100
49
65
49
48
41
Nebraska
86
48
75
53
52
49
Nevada
36
53
68
50
53
43
New Hampshire
20
50
89
69
76
66
New Jersey
25
45
81
61
72
57
New Mexico
69
56
57
39
37
32
Michigan
STEM
Interest and Achievement by State

Percent
of All
Graduates
Tested*
Percent of All
ACT-Tested
Graduates
Interested
in STEM
27
North Carolina
North Dakota
State
New York
Percent of STEM Students Meeting Benchmarks

English
Reading
Math
Science
49
82
63
74
62
100
50
51
34
39
28
100
46
68
48
49
41
Ohio
72
49
75
56
57
52
Oklahoma
75
52
69
48
40
40
Oregon
36
46
72
55
57
49
Pennsylvania
19
52
79
60
67
56
Rhode Island
16
49
77
62
64
53
South Carolina
58
52
64
44
45
38
South Dakota
78
54
76
55
59
52
Tennessee
100
48
65
41
35
33
Texas
40
53
63
44
52
41
Utah
100
46
68
48
47
44
Vermont
29
48
81
62
67
59
Virginia
28
51
79
61
64
55
Washington
22
53
79
62
70
59
West Virginia
65
55
70
48
37
38
Wisconsin
73
50
78
56
62
56
Wyoming
100
47
63
44
41
37
National
57
49
68
48
50
43
* Totals for graduating seniors were obtained from Knocking at the College Door: Projections of High School Graduates,
8th edition. December 2012 by the Western Interstate Commission for Higher Education.
25
ACT Research
As a nonprofit educational research organization, ACT is committed to producing research that focuses on key
issues in education and workforce development. Our goal is to serve as a data resource. We strive to provide
policymakers with the information they need to inform education and workforce development policy and to give
educators the tools they need to lead more students toward college and career success. What follows are some
of ACTs recent and most groundbreaking research studies related to STEM. To review these studies, go to
www.act.org/research/summary.
ACT National Curriculum Survey
The ACT National Curriculum
Survey is a nationwide survey of
educational practices and
expectations. Conducted every
three to five years by ACT, the
survey collects data about what
entering college students should know and be able
to do to be ready for college-level coursework in
English, math, reading, and science. The survey can
be found at www.act.org/research-policy/nationalcurriculum-survey.
ACT National Curriculum Survey 2012
Policy Implications on Preparing for Higher Standards
improve yourself
STEM Educator Pipeline: Doing

the Math on Recruiting Math
and Science Teachers
This report uses data from the
ACT college readiness
assessment to examine the
feasibility of producing 100,000
high-quality math and science teachers in the next
decade and finds that there is an insufficient number
of graduates interested in and capable of math and
science teaching to meet the 100,000 high-quality
teacher goal. The report can be found at www.act.
org/research/policymakers/reports/
stempipeline.html.
ACT Research & Policy
Issue Brief
June 2013
STEM Educator Pipeline:

Doing the Math on Recruiting
Math and Science Teachers
Science, technology, engineering, and math
annual demand of approximately 25,000 STEM
(STEM) occupations are expected to grow at a
teachers per year,9 but that the quality of the new
much higher rate than non-STEM occupations
STEM teachers was critical. Instead of focusing
(17.0 percent from 2008 to 2018 compared to
solely on increasing the number of STEM
9.8 percent),1 and employers claim that there are
teachers, PCAST recommended trying to increase
shortages of qualified workers.2 Now, according to
the number of quality STEM teachers.
the National Science Board, all students [must]
develop their capabilities in STEM to levels much

beyond what was considered acceptable in the
past,3 even for previously low-skilled jobs. The
STEM pipeline needs to be expanded and most
efforts are focused on increasing the number of

STEM graduates. Yet an essential component
of this pipeline is the need for more high-quality

science and math teachers.4
Since the mid-2000s, there have been proposals

to increase the total number and quality of K12
To address the shortage of qualified math and
science teachers, President Obama adopted the

PCAST recommendation and proposed an $80
million investment as part of a public-private
partnership to prepare 100,000 new math and
science teachers over the next decade (10,000
per year).10 The STEM Teacher Pathways detailed

in the Presidents Fiscal Year 2014 Budget would
expand pathways to teacher certification as well
as developing new recruiting strategies to place
talented recent college graduates and mid-career
STEM educators.5 During the 2006 State of the
professionals in the STEM fields in high-need
Union Address, President Bush proposed as
schools.11 The emphasis of the STEM Teacher
part of the America Competitiveness Initiative a
Pathways is that the teachers are new, highly
plan to produce 100,000 high-quality math and
effective teachers. Likewise, the private analog,
science teachers by 2015.6 The plan was included
100Kin10, stresses that the need is not simply
in the America COMPETES Act as introduced to
for new teachers, but for 100,000 new, excellent
Congress in May 2007,7 but ultimately it was not
science, technology, engineering, and math
a part of the enacted legislation. Four years later,
(STEM) teachers in 10 years.12
the Presidents Council of Advisors on Science

and Technology (PCAST) revived the initiative
recommending that the Federal Government . . .
set a goal of ensuring the recruitment, preparation,

and induction support of at least 100,000 new
STEM teachers over the next decade.8 The
PCAST report, citing research by Richard Ingersoll,

acknowledged that the 10,000-STEM-teacherper-year goal was insufficient to address the
Broadening the Definition of

College and Career Readiness
The Condition of College and
Career Readiness 2014 report
revealed that only 26% of 2014
ACT-tested high school graduates
met all four ACT College Readiness
Benchmarks. A more holistic approach to college and
career readiness is in order. ACT will outline this new
approach in a series of reports beginning in October
2014. Key components include:
ACT Research Report Series 2014 (5)
Broadening the Definition of

College and Career Readiness:
A Holistic Approach
By Krista Mattern, Jeremy Burrus, Wayne Camara,

Ryan OConnor, Mary Ann Hansen, James Gambrell,
Alex Casillas, Becky Bobek
A broader range of skills: While current approaches

to measuring college and career readiness focus on
measures of core academic skills, research shows
that other noncognitive skills, including behavioral
and career navigation skills, are also reliable
predictors.
The persistence of the 100,000-STEM-teachersin-a-decade goal illustrates that there is a need

for these high-quality teachers but that it is a
challenging undertaking. This paper uses data
from the ACT test to examine the feasibility of

reaching the 100,000-quality-STEM-teachersin-a-decade goal. So, how difficult will it be to
achieve this goal?
www.act.org/research-policy
research.policy@act.org for more information.
2013 by ACT, Inc. All rights reserved. The ACT is a registered trademark of ACT, Inc., in the U.S.A. and other countries.
20998
The Condition of College &

Career Readiness
Using ACT scores and the ACT
College Readiness Benchmarks,
The Condition of College & Career
Readiness 2014 provides data
highlighting the college and career
readiness of the ACTtested high school class of
2014. This report is updated annually, and the 2014
report can be found at www.act.org/newsroom/
data/2014.
The Condition of
College & Career
Readiness
2014
National
Earlier measurement: Traditional academic

assessments tend to measure students college and
career readiness in the 11th grade. Research
confirms that outcomes can actually be predicted
much earlier, allowing more time for intervention.
The ultimate goal in developing a more holistic view of
college and career readiness is to empower
counselors, educators, parents, and students by
providing them with personalized and timely
information to help individuals realize their potential.
The upcoming papers provide evidence that educators,
policymakers, and employers embrace a wide variety of
skills critical for success. The research also shows that
the prediction of college and career readiness can be
improved by measuring a broader range of skills.
Watch for the first report in October: Broadening the
Definition of College and Career Readiness: A Holistic
Approach. Sign up at www.act.org/newsroom/
alerts.php to receive an email alert when the reports
are published.
STEM Resources
ACT has connected with state STEM councils across the country to identify valuable STEM-related
resources. These are the top resources suggested by STEM experts.
STEM Premier
STEM Premier is a virtual platform that connects
STEM students with higher education and the
workforce. Students can showcase their skills, get
ranked and rated, receive guidance, and find STEM
scholarships while colleges, technical schools, and
corporations can identify, track, and recruit
STEM Premier talent.
www.stempremier.com
STEMconnector
STEMconnector is the one-stop
shop for STEM information. With
several products and services,
STEMconnector supports its
members in the design, implementation, and
measurement of their STEM strategies. Since its
launch in 2011, STEMconnector has been the leader
in leveraging a network of STEM stakeholders to
make things happen. STEMconnectors charge is to
identify, inform, and connect entities working in
STEM education/careers to assess smart STEM
investments and results.
www.stemconnector.org
USA Science and
Engineering Festival
The USA Science and
Engineering Festival attracts
thousands of K12 students,
parents, teachers, and STEM professionals in the
largest national celebration of STEM. The fourth
annual conference will be held April 1517, 2016,
in Washington, DC.
www.usasciencefestival.org
National Science Teachers Association

The National Science Teachers Association, founded
in 1944 and headquartered in Arlington, Va., is the
largest organization in the world committed to
promoting excellence and innovation in science
teaching and learning for all. NSTAs current
membership of 55,000 includes science teachers,
science supervisors, administrators, scientists,
business and industry representatives, and others
involved in and committed to science education.
www.nsta.org
Learning Blade
From the creators of ACT KeyTrain, Learning Blade
is an interactive, online system designed to foster
interest in high-demand STEM careers among middle
and early high school students. Its unique
methodology includes game-based missions, using
Common Coreindexed math and English problems
that educate students on STEM careers and
technologies in a system validated by BattelleEd.
www.learningblade.com
USNews.com
USNews.com has comprehensive coverage on
STEM trends in education and careers. Its national
leadership conference, US News STEM Solutions, is
where employers and educators meet to effect
change, take action, and make an impact. The 2015
US News STEM Solutions National Leadership
Conference is set for June 29July 1, 2015, in
San Diego, California.
www.usnews.com/news/stem-solutions
27
ACT-Defined STEM Majors and Occupations by Area

Science Majors/Occupations
Agronomy and Crop Science
Medical Laboratory Technology
Animal Sciences
Medicine (Pre-Medicine)
Astronomy
Nuclear Medicine Technology
Atmospheric Sciences and Meteorology
Nursing, Practical/Vocational (LPN)
Biochemistry and Biophysics
Nursing, Registered (BS/RN)
Biology, General
Optometry (Pre-Optometry)
Cell/Cellular Biology
Osteopathic Medicine
Chemistry
Pharmacy (Pre-Pharmacy)
Ecology
Physical Therapy (Pre-Physical Therapy)
Environmental Science
Physician Assisting
Food Sciences and Technology
Respiratory Therapy Technology
Forestry
Surgical Technology
Genetics
Veterinarian Assisting/Technology
Geological and Earth Sciences
Veterinary Medicine (Pre-Vet)
Horticulture Science
Engineering and Technology Majors/Occupations
Marine/Aquatic Biology
Aeronautical/Aerospace Engineering Technology
Microbiology and Immunology
Aerospace/Aeronautical Engineering
Natural Resources Conservation, General
Agricultural/Bioengineering
Natural Resources Management
Architectural Drafting/CAD Technology
Physical Sciences, General
Architectural Engineering
Physics
Architectural Engineering Technology
Science Education
Architecture, General
Wildlife and Wildlands Management
Automotive Engineering Technology
Zoology
Biomedical Engineering

Majors/Occupations
Chemical Engineering
Actuarial Science
Civil Engineering Technology
Applied Mathematics
Computer Engineering
Business/Management Quantitative Methods, General
Computer Engineering Technology
Computer and Information Sciences, General
Construction Engineering/Management
Computer Network/Telecommunications
Construction/Building Technology
Computer Science and Programming
Drafting/CAD Technology, General
Computer Software and Media Application
Electrical, Electronic, and Communication Engineering
Computer System Administration
Electrical/Electronics Engineering Technology
Data Management Technology
Electromechanical/Biomedical Engineering Technology
Information Science
Engineering (Pre-Engineering), General
Management Information Systems
Engineering Technology, General
Mathematics Education
Environmental Control Technologies
Mathematics, General
Environmental Health Engineering
Statistics
Industrial Engineering
Webpage Design
Industrial Production Technologies
Medical and Health Majors/Occupations
Mechanical Drafting/CAD Technology
Athletic Training
Mechanical Engineering
Chiropractic (Pre-Chiropractic)
Mechanical Engineering Technology
Dentistry (Pre-Dentistry)
Military Technologies
Emergency Medical Technology
Nuclear Engineering
Food and Nutrition
Quality Control and Safety Technologies
Health/Medical Technology, General
Surveying Technology
Medical Radiologic Technology
Civil Engineering

Notes
1. Students were assigned to one of three STEM cohorts: Expressed and Measured, Expressed Only, or
Measured Only. These cohorts were based on the pairing of Expressed and Measured STEM interest types,
where:
Students with expressed STEM interest planned on a STEM major or occupation following high school.
Students with measured STEM interest had a highest ACT Interest Inventory score in Science or had a
highest ACT Interest Inventory score in Technology and a second-highest score in Science.
Within each STEM cohort, students were also assigned to one of four STEM areas: Science, Computer
Science and Mathematics, Medical and Health, or Engineering and Technology. STEM areas for students in
the Expressed and Measured Interest cohort and the Expressed Interest Only cohort were based on the
STEM area of students planned major. If planned major was not STEM, then the STEM area of their planned
occupation was used. For students in the Measured Interest Only cohort, STEM area was based on a
crosswalk between ACT Interest Inventory score profile and planned major. The crosswalk was created from a
national sample of undergraduate students with a declared major and a grade point average of at least 2.0.
(For more information about the crosswalk, go to www.act.org/emtrends/12/interestmajor.html.)
2. When individuals register for the ACT, they are asked to choose a college major they plan to enter as well as
an occupational choice from a list of 294 major and occupational titles. Of these 294 titles, 93 have been
identified as STEM related. Assignment of ACT titles to STEM titles was conducted by an expert panel of ACT
staff members with knowledge of labor market trends and postsecondary academic programs. Panel
decisions were informed by three sources of information: (1) STEM-designated occupations from the US
Bureau of Labor Statistics (BLS), (2) STEM-designated degree programs from US Immigration and Customs
Enforcement (ICE), and (3) ACT Interest Inventory score profiles for students planning to enter the major/
occupation. ACT titles were assigned to STEM when both the corresponding BLS and ICE titles were
included in STEM or when the corresponding BLS title was included in STEM and the profile of measured
interests of students planning to enter this occupation peaked on the Science and Technology scale. These
two guidelines accounted for 89 of the 93 ACT titles assigned to STEM. The remaining four titles were
assigned to STEM based on the judged intensiveness of their math and science coursework (major) or work
tasks (occupation). ACT titles in the Social Sciences were excluded from this STEM list because many STEM
taxonomies do not include majors and occupations in this field.
29
ACT Aspire, launched in 2014, incorporates a STEM

score into its Summative Report. For students who
take the ACT Aspire Science and Math assessments,
a STEM score is calculated by taking the average of
the two scale scores achieved in those subjects. This
STEM score represents the overall performance in
these subjects relative to the ACT Readiness Range.
ACT Aspire further challenges 9th- and 10th-grade
students to take advanced coursework in science and
math to prepare them for STEM career opportunities.
In 2015, ACT will incorporate this STEM score into

its cornerstone assessment, the ACT. In addition, the
ACT College and Career Readiness Standards (see
next page) focus on the knowledge and abilities
of students who score in specific ranges on the
Mathematics and Science Tests of the ACT. These
steps are further evidence of the commitment ACT
has made to enhance opportunities and better inform
students seeking STEM occupations and majors.
ACT College and Career Readiness Standards

ACT College and Career Readiness Standards are
the backbone of ACT assessments. Describing the
essential skills and knowledge students need to
become ready for college and careerincluding
science and math skillsthe Standards serve as a
link between what students have learned and what
they are ready to learn next.
To learn more, go to act.org/standard.
ACT is an independent, nonprofit organization that provides assessment,

research, information, and program management services in the broad
areas of education and workforce development. Each year, we serve
millions of people in high schools, colleges, professional associations,
businesses, and government agencies, nationally and internationally.
Though designed to meet a wide array of needs, all ACT programs and
services have one guiding purposehelping people achieve education
and workplace success.
This report can be found at

www.act.org/stemcondition
*01171T150*
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The Condition of STEM 2014 Illinois

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The Condition of STEM 2014 Illinois

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The Condition

The Condition of STEM 2014

ACT has been a leader in measuring college and career

Refining the Definition of STEM2

Science, Computer Science and Mathematics,

ACTs Commitment to STEM

2 THE CONDITION OF STEM 2014

from the National Condition of STEM 2014 Report

Overall STEM Interest N

Illinois STEM Report

Attainment of College and Career Readiness

Student STEM Interest Trends: 20102014, State vs. Nation

Overall STEM Interest

Expressed and Measured Interest

66,623 of your graduates have an interest in STEM.

22,149 of your graduates have an expressed and measured

Percent of 2014 ACT-Tested High School Graduates

Percent of 2014 ACT-Tested High School Graduates

Expressed Interest Only

Measured Interest Only

31,421 of your graduates have an expressed interest in

13,053 of your graduates have a measured interest in

Percent of 2014 ACT-Tested High School Graduates

Percent of 2014 ACT-Tested High School Graduates

4 THE CONDITION OF STEM 2014

Illinois STEM Report

Attainment of College and Career Readiness

Percent of 2014 ACT-Tested High School Graduates

Expressed and Measured Interest (N = 22,149)

Percent of 2014 ACT-Tested High School Graduates

Illinois STEM Report

Attainment of College and Career Readiness

Percent of 2014 ACT-Tested High School Graduates

N = 3,783 N = 12,918 N = 128 N = 34,730 N = 2,137

Expressed and Measured Interest

Percent of 2014 ACT-Tested High School Graduates

6 THE CONDITION OF STEM 2014

Illinois STEM Report

Attainment of College and Career Readiness

Percent of 2014 ACT-Tested High School Graduates

Certification High School

N = 8,434 N = 15,743 N = 6,961 N = 10,233 N = 15,695

Expressed and Measured Interest

Percent of 2014 ACT-Tested High School Graduates

Certification High School

ILLINOIS STEM REPORT

Student STEM Interest Trends: 20102014, State vs. Nation

Overall STEM Interest (N = 13,186)

Percent of 2014 ACT-Tested High School Graduates

Expressed and Measured Interest (N = 5,379)

Percent of 2014 ACT-Tested High School Graduates

8 THE CONDITION OF STEM 2014

ILLINOIS STEM REPORT

Percent of 2014 ACT-Tested High School Graduates

Expressed and Measured Interest

Percent of 2014 ACT-Tested High School Graduates

ILLINOIS STEM REPORT

Percent of 2014 ACT-Tested High School Graduates

Certification High School

Expressed and Measured Interest

Percent of 2014 ACT-Tested High School Graduates

Certification High School

10 THE CONDITION OF STEM 2014

ILLINOIS STEM REPORT