Despite decades of effort, barriers in the STEM pathway prevent many students who have high interest and high potential from graduating with STEM degrees and entering STEM careers.
BEAM aims to bridge the opportunity gap so students who might not otherwise have the chance to study advanced mathematics can achieve at the highest level, to nurture a genuine love for mathematics, and to open up opportunities for fulfilling, well-paid STEM careers.
The Gap Begins Early
Opportunities to study deep topics in math and problem solving are closed to many students despite their high interest and high potential. As a result, these students are often underprepared to succeed in STEM.
We see evidence of this in the mathematical achievement gap. For example, on the National Assessment of Educational Progress, only 3% of low-income eighth graders (those eligible for federally-subsidized lunches) score at the Advanced level, while 14% of 8th graders overall score at this level. By 12th grade, the percentage of low-income students scoring at the Advanced level is even lower.
Percent Scoring at Advanced Level, by Income
Percent Scoring at Advanced Level, by Race/EThnicity
Under-prepared students aren't ready for college courses
A working paper from the National Bureau of Economic Research found that students who had initially declared majors in science, technology, engineering, and math (STEM) fields still dropped out when they faced classes that were harder than they expected, despite their interest in the field. On the other hand, students who had taken advanced courses in high school were better prepared for the true demands of their STEM classes.
STUDENTS DON'T STAY ON STEM PATHWAY
Compared to their affluent peers, students from high-poverty schools who enroll in college:
Are 24% less likely to attend college than more affluent peers
Are 40% less likely to choose an engineering major
Have a GPA that is 0.7 (out of 4) points lower
Among those who choose engineering, have only an 18% chance of graduating with a degree (compared to 52%)
At every level, low-income students fall out of the pathway in greater numbers than their peers.
