The National Center for Education Statistics (NCES) is the
primary federal entity for collecting, analyzing, and reporting data related to
education in the United States and other nations. Their recent report on
college student STEM field attrition rates is designed to help understand
potential factors of STEM competency loss. Government officials and business
leaders are seeking to find ways to improve attrition rates in an effort to
maintain U.S. intellectual abilities.
The report found that 28 percent of bachelor’s degree and
20% of associate’s degree students entering into a STEM field within 6 years of
entering college in 2003-2004. Biology attracted 11% while math and physical
sciences were unpopular at 2-3%. Associate degree seekers (9%) were looking for
computer/information sciences that have a higher rate of pay when compared to
the other fields.
A total of 48% of bachelor’s students and 69% of associate’s
students left the STEM field by 2009. Interestingly, fields such as education
and health had higher attrition rates while those in business and
social/behavioral sciences had similar rates. This seems to indicate that change in
education is constant as students become more aware of their options and face educational
obstacles.
Using a bivariate analysis the researchers found other
problems beyond typical factors such as demographics, precollege academic
preparation, type of universities, course taking and performance. Analyzing the
information simultaneously revealed that the type of courses, math courses, and
intensity appear to have an impact. Some students were falling out because the
courses were too rigorous.
The entrants GPA and class performance were major predictors
of dropping out or switching courses. Lower performing students may drop out of
class or college but higher level performers may switch to other fields. Students that
entered 4-year public universities were more likely to drop out than those who
attended private 4-year institutions. Difficulty in entrance to a university had
some association with retention.
The report mainly lists the reason why students either drop
from or move away from STEM fields. Some of the findings indicate that ensuring
students are prepared before entering such fields and having support while in
those fields are beneficial for retention. Likewise, the adjustment of courses
to gradually wrap up to more difficult courses within the first few years is
necessary to bring students skills to a level needed to compete effectively. Overloading students in the course sequence may cause lower performing and unsure students to drop.
