[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-529197-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-529197-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","the-condition-of-stem-2014-arizona-national-stem-interest-and-readiness-insights","The Condition of STEM 2014 - Arizona - National STEM Interest and Readiness Insights","","Annual report on the ACT-tested graduating class in Arizona and the national status of STEM readiness for 2014, reviewing college and career readiness trends since ACT’s 1959 measurement work. It analyzes student interest in STEM using ACT Interest Inventory and science-based assessment components, then segments graduates into three STEM-related cohorts. It refines STEM definitions via 2013 categorization areas—science, computer science and mathematics, medical and health, and engineering and technology—showing achievement levels and interest distributions. The report highlights that STEM interest remains high while advising cautious interpretation when small N counts arise.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-condition-of-stem-2014-arizona-national-stem-interest-and-readiness-insights/529197/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-condition-of-stem-2014-arizona-national-stem-interest-and-readiness-insights/529197.png","ImageObject",300,407,{"name":42,"@type":43},"Franzy","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-17","2026-10-09",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What data sources does the report use to assess STEM interest and readiness?","Question",{"text":63,"@type":64},"The report relies on ACT-tested graduating-class results and the ACT Interest Inventory, which is administered with ACT to determine inherent interest in occupations and majors. It also leverages subject-level science tests included in assessments to support STEM-related analysis.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the report divide students into STEM-related cohorts?",{"text":68,"@type":64},"It groups the graduating class into three STEM-related cohorts: students with expressed and measured STEM interest, students with expressed interest only based on selected STEM-related majors or occupations, and students with measured interest only based on ACT Interest Inventory responses.",{"name":70,"@type":61,"acceptedAnswer":71},"What four areas are used to categorize STEM fields in the report?",{"text":72,"@type":64},"The report categorizes STEM into four key areas: Science; Computer Science and Mathematics; Medical and Health; and Engineering and Technology. It then presents achievement levels and the number and percentage of students interested in specific majors and occupations.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},529197,1791628036,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","The Condition of STEM 2014  \nArizona  \nThe Condition of STEM 2014  \nArizona  \nACT has been a leader in measuring college and career readiness trends since 1959. Each August, we release The Condition of College & Career Readiness ([www.act.org/](www.act.org/)[ ](www.act.org/)[newsroom/data/2014](newsroom/data/2014)), our annual report on the progress of the ACT-tested graduating class relative to college readiness. Nationally, 57% of the 2014 graduating class took the ACT® college readiness assessment. The continued increase of test takers enhances the breadth and depth of our 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 and STEM pipeline. It also allows us to review various aspects of the ACT-tested 2014 graduating class.  \nThis 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 our research-based measure of interests, the ACT Interest Inventory, which is delivered with the ACT and determines inherent interest in occupations and majors. With the inventory, we can determine student interest levels in specific STEM fields and, more importantly, readiness in math and science among students interested in STEM careers. The report breaks the graduating class into three STEM-related cohorts: 1  \n1. Students who have an expressed and measured interest in STEM.  \n2. Students who have an expressed interest only—those who chose a major or occupation (out of the 294 listed in the Standard Profile Section of the ACT) that corresponds with STEM fields.  \n3. Students who have a measured interest only—those who indicated STEM interest on the ACT Interest Inventory.  \nRefining the Definition of STEM2  \nAs we’ve continued our STEM research, we’ve renewed our focus on the inconsistency of STEM definitions across the country. In order to maintain consistency and offer states the opportunity to use this report as a baseline for statelevel STEM initiatives, we created areas within our STEM fields in 2013. The table on page 28 describes how ACT chose to categorize them, based on the occupations and majors listed on the ACT. We determined four key areas:  \nScience, Computer Science and Mathematics, Medical and Health, and Engineering and Technology. This report will show achievement levels in each of these areas on a national level. In addition, the actual number and percentage of students interested in specific majors and occupations are provided. We include this so that STEM councils and other state officials can more accurately assess the numbers of students in specific major/ occupational pipelines. The report will assist officials in documenting success of STEM initiatives that focus on generating interest in specific STEM fields.  \nACT’s Commitment to STEM  \nACT recently launched ACT Aspire™, an assessment system focused on grades 3–10. ACT Aspire covers the same subjects as the ACT: English, reading, math, science, and writing. Based on the ACT College and Career Readiness Standards and aligned to the Common Core State Standards, ACT Aspire will provide an early indicator as well as a longitudinal overview of statewide and national college and career readiness. To complement the information in this report, ACT created a STEM score within the  \nACT Aspire reporting format and will make STEM scoresan integral part of the ACT college readiness assessment reporting format in 2015. These steps will give educatorsand STEM leaders an early and ongoing view of the STEM pipeline within their states.  \nUpcoming projects at ACT include the development of ACT College and Career Readiness Benchmarks focused on the skills and knowledge students will need to be successful in ST","cbCaicuNmlujQ3Nn","https://ap.wps.com/l/cbCaicuNmlujQ3Nn","pdf",1654378,32,"English","# The Condition of STEM 2014 - Arizona\n## ACT overview and report purpose\n## Defining STEM and STEM-related cohorts\n## Four STEM focus areas and reporting goals\n## ACT Aspire and future measurement initiatives\n## Key findings: national STEM interest","[{\"question\":\"What data sources does the report use to assess STEM interest and readiness?\",\"answer\":\"The report relies on ACT-tested graduating-class results and the ACT Interest Inventory, which is administered with ACT to determine inherent interest in occupations and majors. It also leverages subject-level science tests included in assessments to support STEM-related analysis.\"},{\"question\":\"How does the report divide students into STEM-related cohorts?\",\"answer\":\"It groups the graduating class into three STEM-related cohorts: students with expressed and measured STEM interest, students with expressed interest only based on selected STEM-related majors or occupations, and students with measured interest only based on ACT Interest Inventory responses.\"},{\"question\":\"What four areas are used to categorize STEM fields in the report?\",\"answer\":\"The report categorizes STEM into four key areas: Science; Computer Science and Mathematics; Medical and Health; and Engineering and Technology. It then presents achievement levels and the number and percentage of students interested in specific majors and occupations.\"}]","The Condition of STEM 2014 - Arizona - National STEM Interest and Readiness Insights | PDF",1791520680,81]