School & District Management Report Roundup

Data Point to Gaps Among STEM Graduates

By Catherine Gewertz — October 20, 2015 1 min read
  • Save to favorites
  • Print

Students who attend low-income urban schools with high minority populations are earning college degrees in science, technology, engineering, and math at far lower rates than are their peers from higher-income, low-minority schools in big cities and suburbs, according to a report released last week.

The National Student Clearinghouse, which collects longitudinal data from many high schools, found that only 6 percent of students from low-income, high-minority high schools earned an associate, bachelor’s, or advanced degree in STEM fields within six years, compared with 16 percent to 17 percent of students from wealthier urban and suburban schools with smaller minority populations.

Degrees in STEM Subjects

BRIC ARCHIVE

Students coming from high-income high schools are more likely to complete a STEM degree than those from low-income schools, regardless of other factors.

BRIC ARCHIVE

SOURCE: National Student Clearinghouse

The clearinghouse’s third annual report, released Oct. 15, includes a focus for the first time on degree completion in STEM fields because of their potential to offer high-demand jobs that pay well.

The data are not nationally representative. They come from schools that participate in the National Student Clearinghouse, a pool of about 4 million students, reflecting 24 percent to 30 percent of a given year’s high school students. The report tracks the college-enrollment, persistence, and achievement patterns of students in the graduating classes of 2008 and 2010 through 2013.

Patterns emerge that correlate with the wealth, minority enrollment, and location of students’ high schools. Twenty-five percent to 32 percent of students who graduated from low-income high schools, for instance, enrolled in four-year colleges or universities, compared with 35 percent to 51 percent of those from wealthier schools.

Among students from higher-income high schools, 84 percent to 89 percent who enrolled in college stayed in that college or another postsecondary program for a second year, compared with 73 percent to 82 percent of those from lower-income schools.

A version of this article appeared in the October 21, 2015 edition of Education Week as Data Point to Gaps Among STEM Graduates

Events

Mathematics Live Online Discussion A Seat at the Table: Breaking the Cycle: How Districts are Turning around Dismal Math Scores
Math myth: Students just aren't good at it? Join us & learn how districts are boosting math scores.
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Student Achievement Webinar
How To Tackle The Biggest Hurdles To Effective Tutoring
Learn how districts overcome the three biggest challenges to implementing high-impact tutoring with fidelity: time, talent, and funding.
Content provided by Saga Education
This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Sponsor
Student Well-Being Webinar
Reframing Behavior: Neuroscience-Based Practices for Positive Support
Reframing Behavior helps teachers see the “why” of behavior through a neuroscience lens and provides practices that fit into a school day.
Content provided by Crisis Prevention Institute

EdWeek Top School Jobs

Teacher Jobs
Search over ten thousand teaching jobs nationwide — elementary, middle, high school and more.
View Jobs
Principal Jobs
Find hundreds of jobs for principals, assistant principals, and other school leadership roles.
View Jobs
Administrator Jobs
Over a thousand district-level jobs: superintendents, directors, more.
View Jobs
Support Staff Jobs
Search thousands of jobs, from paraprofessionals to counselors and more.
View Jobs

Read Next

School & District Management Opinion Why Schools Struggle With Implementation. And How They Can Do Better
Improvement efforts often sputter when the rubber hits the road. But do they have to?
8 min read
Image shows a multi-tailed arrow hitting the bullseye of a target.
DigitalVision Vectors/Getty
School & District Management How Principals Use the Lunch Hour to Target Student Apathy
School leaders want to trigger the connection between good food, fun, and rewards.
5 min read
Lunch hour at the St. Michael-Albertville Middle School West in Albertville, Minn.
Students share a laugh together during lunch hour at the St. Michael-Albertville Middle School West in Albertville, Minn.
Courtesy of Lynn Jennissen
School & District Management Opinion Teachers and Students Need Support. 5 Ways Administrators Can Help
In the simplest terms, administrators advise, be present by both listening carefully and being accessible electronically and by phone.
10 min read
Images shows colorful speech bubbles that say "Q," "&," and "A."
iStock/Getty
School & District Management Opinion When Women Hold Each Other Back: A Call to Action for Female Principals
With so many barriers already facing women seeking administrative roles, we should not be dimming each other’s lights.
Crystal Thorpe
4 min read
A mean female leader with crossed arms stands in front of a group of people.
Vanessa Solis/Education Week via Canva