More than 200 Federal Education Programs Are Designed to Increase the Numbers of Students and Graduates or Improve Educational Programs in STEM Fields, but Most Have Not Been Evaluated

Officials from 13 federal civilian agencies reported having 207 education  programs funded in fiscal year 2004 that were specifically established to  increase the numbers of students and graduates pursuing STEM degrees  and occupations, or improve educational programs in STEM fields, but  they reported little about the effectiveness of these programs. These 13  federal agencies reported spending about $2.8 billion for their STEM  education programs. Agency Officials Reported That Evaluations Were Completed or Under Way for About Half of the Federal Programs

Evaluations had been completed or were under way for about half of the  STEM education programs. Numbers of Students, Graduates, and Employees in STEM Fields Generally Increased, but Percentage Changes Varied

While the total numbers of students, graduates, and employees have  increased in STEM fields, percentage changes for women, minorities, and  international students varied during the periods reviewed. The increase in  the percentage of students in STEM fields was greater than the increase in  non-STEM fields, but the change in percentage of graduates in STEM fields  was less than the percentage change in non-STEM fields. Further, changes in the percentages of minority students varied by race or  ethnic group, international graduates continued to earn about a third or  more of the advanced degrees in three STEM fields, and there was no  statistically significant change in the percentage of women employees. From academic year 1994-1995  to academic year 2002-2003, the percentage of graduates with STEM  degrees decreased from 32 percent to 28 percent of total graduates. Table 16 shows the  numbers and percentages of men and women employed in the STEM fields  for calendar years 1994 and 2003. Specifically, university officials said and  researchers reported that the quality of teachers in kindergarten through  12th grades and the levels of mathematics and science courses completed  during high school affected students’ success in and decisions about  STEM fields. International students’ decisions about participating in STEM education  and occupations were affected by opportunities outside the United States  and the visa process. However, before making changes, it is important to  know the extent to which existing STEM education programs are  appropriately targeted and making the best use of available federal  resources. In commenting on a draft of this report, Commerce, HHS, and NSTC  commended GAO for this work. Appendix I: Objectives, Scope, and Methodology

	Objectives

The objectives of our study were to determine (1) the number of federal  civilian education programs funded in fiscal year 2004 that were  specifically designed to increase the number of students and graduates  pursuing science, technology, engineering, and mathematics (STEM)  degrees and occupations, or improve educational programs in STEM  fields, and what agencies report about their effectiveness; (2) how the  numbers, percentages, and characteristics of students, graduates, and  employees in STEM fields have changed over the years; and (3) factors  cited by educators and others as influencing people’s decisions about  pursuing STEM degrees and occupations, and suggestions to encourage  greater participation in STEM fields. Also participating were the U.S. Environmental  Protection Agency; the National Aeronautics and Space Administration;  and the National Science Foundation. We also interviewed officials  from the National Science and Technology Council to discuss coordination  efforts.
Why GAO Did This Study

The United States has long been known as a world leader in scientific and technological innovation. To help maintain this advantage, the federal government has spent billions of dollars on education programs in the science, technology, engineering, and mathematics (STEM) fields for many years. However, concerns have been raised about the nation's ability to maintain its global technological competitive advantage in the future. This report presents information on (1) the number of federal programs funded in fiscal year 2004 that were designed to increase the number of students and graduates pursuing STEM degrees and occupations or improve educational programs in STEM fields, and what agencies report about their effectiveness; (2) how the numbers, percentages, and characteristics of students, graduates, and employees in STEM fields have changed over the years; and (3) factors cited by educators and others as affecting students' decisions about pursing STEM degrees and occupations, and suggestions that have been made to encourage more participation. GAO received written and/or technical comments from several agencies. While one agency, the National Science Foundation, raised several questions about the findings, the others generally agreed with the findings and conclusion and several agencies commended GAO for this work.

What GAO Found

Officials from 13 federal civilian agencies reported spending about $2.8 billion in fiscal year 2004 for 207 education programs designed to increase the numbers of students and graduates or improve educational programs in STEM fields, but agencies reported little about their effectiveness. The National Institutes of Health and the National Science Foundation had most of the programs and spent most of the funds. Officials also reported that evaluations were completed or under way for about half of the programs. While the total numbers of students, graduates, and employees in STEM fields increased, changes in the numbers and percentages of women, minorities, and international students varied during the periods reviewed. From academic year 1995-1996 to 2003-2004, the percentage of students in STEM fields increased from 21 to 23 percent. Changes in the percentages of domestic minority students varied by group. From academic year 1994-1995 to 2002-2003, the number of graduates in STEM fields increased 8 percent, but this was less than the 30 percent increase in graduates in non-STEM fields. International graduates continued to earn about one-third or more of the advanced degrees in three STEM fields. Between calendar years 1994 and 2003, employment in STEM fields increased 23 percent compared to 17 percent in non-STEM fields, and there was no statistically significant change in the percentage of women employees. Educators and others cited several factors that affected students' decisions about pursuing STEM degrees and occupations, and made suggestions to encourage more participation. They said teacher quality at the kindergarten to 12th grades, the mathematics and science courses completed in high school, and a mentor, especially for women and minorities, influenced domestic students' decisions. Also, these sources said that opportunities outside the United States and the visa process affected international students' decisions. To encourage more participation in STEM fields, educators and others made several suggestions. But before adopting any of them, it is important to know the extent to which existing STEM education programs are appropriately targeted and making the best use of available federal resources.