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It focuses on both absolute competitiveness, measured through peer ability, and relative competitiveness compared with non-science fields. Using empirical strategies that control for student and institutional factors, the analysis reports how lowering major competitiveness affects probability of STEM degree completion across UC campuses and for average minority intended STEM majors. Results indicate competition is linked to attrition, with different responses by non-minorities versus minorities.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/college-major-competitiveness-and-attrition-from-the-sciences-september-2012/268020/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/college-major-competitiveness-and-attrition-from-the-sciences-september-2012/268020.png","ImageObject",300,407,{"name":92,"@type":93},"Ophelia","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-09-14",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",13,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"How does the paper define and measure competition affecting science persistence?","Question",{"text":113,"@type":114},"Competition is assessed using peer ability and is examined in both absolute terms and relative terms versus non-science fields.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What factors does the empirical strategy control for?",{"text":118,"@type":114},"The analysis controls for student characteristics that influence enrollment and outcomes, and for institutional characteristics correlated with science competitiveness and student outcomes.",{"name":120,"@type":111,"acceptedAnswer":121},"What are the main findings regarding absolute and relative competitiveness?",{"text":122,"@type":114},"Both absolute and relative competitiveness of the sciences are associated with student attrition, though the pattern differs by non-minorities and minorities.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},268020,1789427755,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":130,"read_time":144,"preview_page_count":4},7971461741311,"https://ap-avatar.wpscdn.com/avatar/74000253aff267980c6?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779345379180704826","COLLEGE MAJOR COMPETITIVENESS AND ATTRITION FROM THE SCIENCES  \nS E PT E M BE R 2 0 1 2  \nMarc Luppino, Federal Trade Commission* Richard Sander, UCLA Law  \n* The views in this paper are those of the author and do not necessarily reflect those of the Federal Trade Commission.  \nRESEARCH QUESTION  \nHow does competition (as measured by peer ability) affect the likelihood that students persist in the sciences?  \n• Absolute competitiveness of the sciences  \n• Relative competitiveness of the sciences to thenon-sciences  \nNational SAT Percentile Of Average Student By Intended Major Field  \n\n|  | STEM Math Percentile | Non-STEM Verbal Percentile | Difference |\n| --- | --- | --- | --- |\n| Berkeley | 93 | 83 | 10 |\n| UCLA | 90 | 81 | \u003Cbr>9 7 |\n| San Diego | 85 | 78 |  |\n| Davis | 79 | 67 | 12 |\n| Santa Barbara | 79 | 69 | 10\u003Cbr>|\n| Irvine | 79 | 64 | 15 |\n| Santa Cruz | 69 | 73 | -4\u003Cbr>|\n| Riverside | 66 | 49 | 17 |\n\nInstitutional Factors that Potentially Affect Student Success  \n􀂃 Academic and Social Norms  \n􀂃 Location  \n􀂃 Faculty  \n􀂃 Infrastructure  \n􀂃 Student Services  \n􀂃 Peers (Study Buddies vs . Competitors)  \nEMPIRICAL STRATEGY  \nTo isolate the effect of the absolute and relative competitiveness of the sciences, we control for observed and (typically) unobserved:  \n• Student characteristics that drive both enrollment decisions and outcomes .  \n• Institutional characteristics that are potentially correlated with science competitiveness and student outcomes .  \nMath SAT Percentiles Of Intending STEM Majors  \n\n| SAT I Scores\u003Cbr>Math Verbal |  |  |\n| --- | --- | --- |\n| UC Sample (1995-2003): |  |  |\n| 25th Percentile | 570 | 550 |\n| 50th Percentile | 660 | 630 |\n| 75th Percentile | 710 | 630 |\n| All US College-Bound (1999): |  |  |\n| 50th Percentile | \u003Cbr>580 | 550 |\n\nEffect of Lowering Major Competitiveness From UC Berkeley Levels to those at other UC Campuses  \n(By Intending STEM Major Math SAT Percentile)  \n20%  \nPercentage Point Change in Probability of Earning a STEM Degree  \n15%  \n10%  \n5%  \n0%  \n-5%  \n  25th  50th  75th   \nStatistically significant at 1%(***), 5%(**), and 10%(*) level.  \n\n| ***\u003Cbr>** |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- |\n| ** |  |  |  |  |  |\n| *\u003Cbr>**\u003Cbr>***\u003Cbr>* |  |  |  |  |  |\n| | |  | | | |\n| UCLA San\u003Cbr>Diego |  | \u003Cbr>Davis Santa Barbara\u003Cbr>|  | Irvine Santa Riverside Cruz\u003Cbr>\u003Cbr>|  |\n\nEffect of Lowering Major Competitiveness From UC Berkeley Levels to those at other UC Campuses  \n(For the Average Minority Intending STEM Major)  \nPercentage  \nPoint  \nChange  \nin  \nProbability  \nof  \nEarning  \na  \nSTEM  \nDegree  \nStatistically significant at 1%(***), 5%(**), and 10%(*) level.  \n50%  \n40%  \n30%  \n20%  \n10%  \n0%  \n\n| ** |\n| --- |\n|  |\n| ** |\n| **\u003Cbr>** |\n|  |\n\nUCLA San  \nDiego  \nDavis Santa Barbara  \nIrvine Santa Cruz  \nRiverside  \nSUMMARY OF FINDINGS  \n• Both the absolute and relative competiveness of the sciences appear to affect student attrition .  \n• Non-minorities tend to respond to greater competition by switching out and graduating with degrees in other fields .  \n• Minorities appear to persist in the sciences in the face of greater competition, but then suffer in terms of grades and graduating.","cbCais7Jnr1f4ez6","https://ap.wps.com/l/cbCais7Jnr1f4ez6","pdf",68186,"English","# Research Question\n## Empirical Strategy\n## Institutional Factors that Potentially Affect Student Success\n## Effect of Lowering Major Competitiveness\n## Summary of Findings","[{\"question\":\"How does the paper define and measure competition affecting science persistence?\",\"answer\":\"Competition is assessed using peer ability and is examined in both absolute terms and relative terms versus non-science fields.\"},{\"question\":\"What factors does the empirical strategy control for?\",\"answer\":\"The analysis controls for student characteristics that influence enrollment and outcomes, and for institutional characteristics correlated with science competitiveness and student outcomes.\"},{\"question\":\"What are the main findings regarding absolute and relative competitiveness?\",\"answer\":\"Both absolute and relative competitiveness of the sciences are associated with student attrition, though the pattern differs by non-minorities and minorities.\"}]","College Major Competitiveness and Attrition from the Sciences - September 2012 | PDF",23]