2. Science Education: Facts and Trends in High School, College, and Career

3. The National Look Trends in science course-taking using High School Transcript Study (1990, 2000 & 2009) data

4. High School Science Course-taking

5. STEM-related CTE Course Credits 200020052009 Agriculture12 11 Computer & information science242021 Engineering technologies141211 Health sciences1110 Manufacturing16 13 Repair & transportation998 The percentage of high school graduates taking STEM-related career and technical education courses in high school has remained steady or decreased.

6. AP, IB, and Other Honors Courses The percentages of students taking Advanced Placement, International Baccalaureate, or other honors science courses have risen, especially in biology.

7. Science Course-taking by Race/Ethnicity 19902000 2009 WhiteBlack HispAsian WhiteBlack HispAsian White Black Hisp Asian Biology 929190 92 88 96 9596 Chemistry 524038646360527572656685 Physics 231513383225235438272961 Biology & chemistry 50403660 5850716964 83 Bio, chem & physics 201210332620184731222354 The percentage of white, black, Latino, and Asian students taking science courses increased.

8. Gaps in Science Course-taking by Race/Ethnicity There are significant gaps among racial/ethnic subgroups of students taking a science curriculum consisting of biology, chemistry, and physics.

9. Science Course-taking by Gender 199020002009 MaleFemaleMaleFemaleMaleFemale Biology 909289939596 Chemistry 485058656773 Physics 251834293933 Bio & chemistry 474954646571 Bio, chemistry & physics 221626243228 Overall, more male students completed a curriculum that includes biology, chemistry and physics than did their female counterparts.

10. Science Course-taking by SES 20002009 Graduates in the highest income schools Graduates in the lowest income schools Graduates in the highest income schools Graduates in the lowest income schools Biology91% 96% Chemistry65%61%76%69% Physics35% 47%27% Bio & Chemistry62%60%75%68% Bio, Chemistry & Physics29%26%40%23% The gap in science course-taking between the highest- and lowest-income schools widened, except in biology. For this analysis, a highest-income school was defined as one where fewer than 25% of students were eligible for free/reduced lunch, whereas a lowest-income school was one where more than 75% of students were eligible. 1990 was not included because of insufficient data.

11. The High School Look Trends in science graduation requirements

12. Science Credit Requirements for a Standard High School Diploma Most states (30) require a minimum of three science credits to graduate high school with a standard diploma.

13. Science Course Requirements for a Standard High School Diploma More states require students to complete a biology course to earn a standard diploma than other types of science courses, such as chemistry or physics. Note: Sixteen states do not require specific courses and 11 state require certain courses from a series (for example, on state requires biology, physics or chemistry, and a third additional science credit.

14. States Requiring Science Exit Exams between 2002 and 2014 In 2002, three states required a biology exit exam; by 2014, six states administered such an exit exam.

15. The College Admissions Look Trends in science requirements for college admissions

16. 4-year Postsecondary Sample by Governance Public 4-year: State-level governance Public 4-year: Institution-level governance Highly selective private 4-year Kansas Kentucky Maryland Nevada Washington West Virginia (6) California Delaware District of Columbia Illinois Iowa Minnesota New Jersey New York Oregon Rhode Island Vermont Wyoming(12) UniversitiesColleges California Institute of TechnologyAmherst ColumbiaBowdoin DartmouthCarleton DukeClaremont McKenna HarvardDavidson Massachusetts Institute of TechnologyHaverford PrincetonMiddlebury StanfordPomona University of ChicagoSwarthmore University of PennsylvaniaWellesley YaleWilliams (20)

17. Four-Year Public and Private Postsecondary Science Requirements by Credit 12 out of 28 public colleges and universities in our sample require three credits; 2 of the 22 private universities and liberal arts colleges require or recommend three science credits

18. Four-Year Public and Public Postsecondary Science Requirements by Course The most commonly required science course for admission into a public college or university in our sample is a laboratory science course. These types of courses could incorporate any science subject or a combination of subjects.

19. Two-Year Public Postsecondary Science Admissions Requirements  Twelve of the eighteen two-year colleges in the sample do not have specific science course requirements for admission into the college.

20. The College Major Prerequisite Look Trends in science recommendations and requirements for STEM majors

21. Sample Postsecondary Institutions for STEM major prerequisites Sample StateSample Public 4-Year InstitutionsSample Public 2-Year Institutions California California State University (CSU), Long Beach California State University (CSU), Northridge University of California (UC), Davis University of California (UC), Los Angeles Barstow Community College Delaware Delaware State University University of Delaware Delaware Technical Community College District of ColumbiaThe University of the District of Columbia The University of the District of Columbia Community College Kansas Fort Hays State University Kansas State University University of Kansas Wichita State University Northwest Kansas Technical College KentuckyEastern Kentucky University University of Kentucky University of Louisville Western Kentucky University Hazard Community and Technical College

22. Sample Postsecondary Institutions for STEM major prerequisites (continued) Sample StateSample Public 4-Year InstitutionsSample Public 2-Year Institutions Maryland Morgan State University Salisbury University Towson University University of Maryland, College Park Anne Arundel Community College Rhode Island Rhode Island College University of Rhode Island Community College of Rhode Island Vermont Castleton State College Lyndon State College University of Vermont Vermont Technical College WashingtonEastern Washington University University of Washington Washington State University Western Washington University Clover Park Technical College  STEM majors: Chemistry, Computer Science, Electrical Engineering, Environmental Science, Life Sciences/Biology, Petroleum Engineering, and Physics.

23. High School Science Recommendations and Requirements for STEM Majors In general, two-year community and technical colleges do not require or have specific recommendations about high school science courses. Where course taking information was available for the sample of for-profit institutions used in this study, the major providers do not require or have specific recommendations about high school science courses.

24. Science in “Bright Outlook” Careers Trends in STEM careers using Department of Labor’s ONET database

25. ONET Job Zones Zone 1: Little or no preparation needed Zone 2: High School Diploma Zone 3: Training in vocational school, related on-the-job experience, or an associate’s degree Zone 4: Four-year bachelor’s degree Zone 5: Graduate school (a master’s, Ph.D., M.D., or J.D.)

26. Zone Sample Selection A comparison of both STEM and non-STEM careers in our sample shows that STEM careers generally require higher levels of preparation than non-STEM careers.

27. Knowledge Needed for Bright Outlook STEM and Non-STEM Jobs All Jobs in SampleSTEM JobsNon-STEM Jobs 1. English language 2. Mathematics 2.Customer & personal service 3.Customer & personal service3.Computers & electronics3.Administration & management 4.Computers & electronics4.Engineering & technology4.Mathematics 5.Admin & management 5.Administration & management 5.Computers & electronics 6.Engineering & technology6.Design6.Education & training 7.Education & training7.Customer & personal service7.Public Safety 8.Design8.Biology8.Psychology 9.Sales & marketing9.Physics9.Sales & marketing 10.Psychology10.Production & processing10.Clerical

28. Most Important Knowledge Areas for Zone 4 and 5 Jobs. For Zone 4 jobs: Mathematics, Computers and Electronics, Engineering and Technology, and Design For Zone 5 jobs: Mathematics, Biology, Computers and Electronics, and Medicine and Dentistry Zone 4: 4-year college degreeZone 5: Graduate degree 1. English language 2. Mathematics2. Education & training 3. Computers & electronics3. Mathematics 4. Engineering & technology4. Biology 5. Customer Service5. Customer service 6. Administration & management6. Psychology 7. Design7. Computers & electronics 8. Clerical8. Administration 9. Economics & accounting9. Medicine & dentistry 10. Law & government10. Therapy & counseling

29. Most Important Skills for Bright Outlook Jobs All JobsSTEM JobsNon-STEM Jobs 1.Active listening1.Critical thinking1. Active listening 2.Critical thinking2.Active listening2. Speaking 3.Speaking3.Reading comprehension3. Critical thinking 4.Reading comprehension4.Complex problem-solving4. Reading comprehension 5.Complex problem solving5.Speaking5. Social perceptiveness 6.Judgment & decision making 7.Monitoring7.Active learning7. Service orientation 8.Writing 8. Monitoring 9.Social perceptiveness9.Science9. Coordination 10. Service orientation10.Mathematics10. Writing

30. Major Points to Take Away More high school students are taking more science courses but gender and race/ethnicity gaps still exist. High school science course requirements and college admissions science requirements are not well aligned. There is still work to be done to ensure students are well prepared for STEM majors and to ensure that minority, low income and female students enter and remain in the STEM pipeline.

31. Major Points to Take Away The ONET database points out the overlap between the knowledge and skill areas that are deemed important for career success and the content knowledge/skills/practices embedded in the NGSS. The NGSS supports what research has made clear: Students need to engage in science and engineering practices as they learn content. The high-level thinking skills, communication skills, and argumentation from evidence practices within the NGSS align well with the skills requirements needed for bright outlook careers as defined by ONET.

32. Major Points to Take Away Knowledge and skills in STEM-related areas is a valuable commodity in the bright outlook job market, even beyond just STEM careers. A rigorous science curriculum based on the NGSS can provide all students with the kind of foundational knowledge and skills they need to pursue bright outlook careers in both STEM and non-STEM fields.