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Wyoming - Key Findings","","ACT年度报告The Condition of College & Career Readiness聚焦2013届毕业生的升学与职业准备进展，并在此框架下从STEM相关领域评估学习兴趣与学业表现。报告按学生在STEM的兴趣表达与测量结果划分为四类队列，结合ACT College Readiness Benchmarks，进一步从数学与科学等维度考察不同族裔、性别、父母受教育程度与教育志向的差异。文中还说明了STEM定义的地区一致性方案以及ACT对后续评估体系的承诺，并提示小样本统计需谨慎解读。",{"@graph":69,"@context":122},[70,84,105],{"@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/the-condition-of-stem-2013-wyoming-key-findings/529195/",{"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/the-condition-of-stem-2013-wyoming-key-findings/529195.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-12","2026-10-09",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"报告如何界定并划分STEM相关学生群体？","Question",{"text":112,"@type":113},"报告将2013届毕业生按STEM兴趣的“表达与测量”结果分为四类：表达并测量有兴趣、仅表达有兴趣、仅测量有兴趣、以及无STEM兴趣。表达兴趣对应与STEM领域相符的专业或职业；测量兴趣使用ACT兴趣量表。","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"STEM被如何细分为四个关键领域？",{"text":117,"@type":113},"报告将STEM分为四类：科学、计算机科学与数学、医学与健康、工程与技术。每类均包含相应的专业与职业，并在科学与工程教育等方面给出覆盖说明。",{"name":119,"@type":110,"acceptedAnswer":120},"报告在解读结果时需要注意什么？",{"text":121,"@type":113},"报告提示，按学生特征组合进行报告可能导致样本量（n）较小，因此应谨慎解读该报告中的结论与结果。","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},529195,1791800274,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"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":144,"read_time":145},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","The Condition of STEM 2013  \nWyoming  \nThe Condition of STEM 2013  \nWyoming  \nACT has been a leader in measuring college and career readiness trends for years. each August, we release The Condition of College & Career Readiness ([www.act.org/](www.act.org/)[ ](www.act.org/)[newsroom/data/2013](newsroom/data/2013)), our annual report on the progress of the ACT-tested graduating class relative to college readiness. nationally, 54.3% of the 2013 graduating class took the ACT® college readiness assessment. The continued increase of test takers enhances the breadth and depth of the data pool, providing a comprehensive picture of the current college readiness levels of the graduating class as well as offering a glimpse of the emerging national educational pipeline. it also allows us to review various aspects of the ACT-tested 2013 graduating class. This report reviews the graduating class in the context of STeM (Science, Technology, engineering, Mathematics)-related fields. ACT is uniquely positioned to deliver this report for two key reasons. first is our commitment to science by the inclusion of subject-level science tests in our assessments. Second is a research-based measure of interests, the ACT interest inventory, with which we are able to determine student interest levels in specific STeM fields and, more importantly, readiness in math and science of those interested in STeM careers.  \nThe report breaks the graduating class into four STeM-related cohorts:1  \n1. Students who have an expressed and measured interest in STeM.  \n2. Students who have an expressed interest only.  \n3. Students who have a measured interest only.  \n4. Students with no interest in STeM.  \nessentially, a student who has an expressed interest in STeM is choosing a major or occupation (out of the 294 listed in the Standard Profile Section of the ACT) that corresponds with STeM fields. A measured interest utilizes the ACT interest inventory, an inventory delivered with the ACT that determines inherent interest in different occupations and majors. The ACT College Choice Report ([www.act.org/collegechoice/13-14](www.act.org/collegechoice/13-14)) details it is important to align students’ expressed and measured interests relative to [postsecondary enrollment. in](postsecondary enrollment. in) this report, we will primarily review the academic achievement of students in each of these cohorts as measured by the ACT College Readiness Benchmarks.2 finally, we will look at academic achievement levels, particularly in math and science, by race/ethnicity, gender, parents’ level of education, and educational aspirations.  \nRefining the definition of STeM3  \nAs ACT began to review how to properly define STeM for this report, we were struck by the inconsistency of definitions across the country. in order to maintain consistency and offer states the opportunity to use this report as a baseline for state-level STeM initiatives, we  \nneeded to create areas within the STeM fields. This categorization gives states and their STeM councils the flexibility they need and provides a forum for a national discussion on definitions and categorizations. We hope this report sparks such a discussion. The table on page 26 describes how ACT chose to categorize STeM, based on the occupations and majors listed on the ACT. We determined four key areas:  \n1. Science—includes majors and occupations in the traditional hard sciences, as well as sciences involving the management of natural resources. Also includes science education.  \n2. Computer Science and Mathematics—includes majors and occupations in the computer sciences, as well as general and applied mathematics. Also includes mathematics education.  \n3. Medical and Health—includes majors and occupationsin the health sciences and medical technologies.  \n4. Engineering and Technology—includes majors and occupations in engineering and engineering technologies.  \nThe report will show achievement levels in each of these four areas on a state ","cbCaiqjhU0byrFRz","https://ap.wps.com/l/cbCaiqjhU0byrFRz","pdf",1183621,28,"English","# Key Findings\n## Cohorts and Interest Definitions\n## Refining the Definition of STEM\n## ACT’s Commitment to STEM","[{\"question\":\"报告如何界定并划分STEM相关学生群体？\",\"answer\":\"报告将2013届毕业生按STEM兴趣的“表达与测量”结果分为四类：表达并测量有兴趣、仅表达有兴趣、仅测量有兴趣、以及无STEM兴趣。表达兴趣对应与STEM领域相符的专业或职业；测量兴趣使用ACT兴趣量表。\"},{\"question\":\"STEM被如何细分为四个关键领域？\",\"answer\":\"报告将STEM分为四类：科学、计算机科学与数学、医学与健康、工程与技术。每类均包含相应的专业与职业，并在科学与工程教育等方面给出覆盖说明。\"},{\"question\":\"报告在解读结果时需要注意什么？\",\"answer\":\"报告提示，按学生特征组合进行报告可能导致样本量（n）较小，因此应谨慎解读该报告中的结论与结果。\"}]","The Condition of STEM 2013 - Wyoming - Key Findings | PDF",1791520674,71]