The Roots of STEM Achievement: An Analysis of Persistence and Attainment in STEM Majors

This article analyzes persistence and attainment in postsecondary science, engineering, technology, and math (STEM) education using data from the Beginning Postsecondary Students Longitudinal Study. Ability is shown to have a consistent impact on STEM performance. Self-efficacy has large estimated impacts, and there is evidence of strong bias against women. High school math preparation and attending small colleges increase the likelihood of noninterested students switching to STEM fields. Overall, there is little evidence that collegiate educational experiences affect persistence or attainment. The results indicate that policies to improve high school math preparation and address the gender gap would be most effective. JEL Classifications: I21, I2