Aligning Science Achievement and STEM Expectations for College Success: A Comparative Study of Curricular Standardization
Lack of preparation in science leads to high rates of attrition among science, technology, engineering, and mathematics (STEM) majors, even among students who are highly oriented toward STEM. Using data for twenty-seven countries from the 2006 Program for International Student Assessment, we compare...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Russell Sage Foundation
2016-04-01
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| Series: | RSF: The Russell Sage Foundation Journal of the Social Sciences |
| Subjects: | |
| Online Access: | http://www.rsfjournal.org/doi/full/10.7758/RSF.2016.2.1.09 |
| Summary: | Lack of preparation in science leads to high rates of attrition among science, technology, engineering, and mathematics (STEM) majors, even among students who are highly oriented toward STEM. Using data for twenty-seven countries from the 2006 Program for International Student Assessment, we compare the United States with other industrialized countries in terms of fifteen-year-olds’ science achievement and their expectations to focus on STEM in the future. The United States trails most countries in the mean science achievement of the general student population and among students expecting to pursue STEM majors or careers. Lack of curricular standardization in the United States is related to this lower science achievement. Countries with higher curricular standardization exhibit higher average science achievement scores; science achievement and students’ future orientation toward science are also better aligned in these countries. We discuss the implications of these findings for American colleges and universities as they seek to reduce student attrition in STEM fields. |
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| ISSN: | 2377-8253 2377-8261 |