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A study conducted by Anthony P. Carnevale and colleagues at Georgetown University, for example, found that only a fourth of high school students who score in the top quartile in mathematics choose to enter a STEM major in college; only half the students who start with a STEM major graduate with that major; and fewer than half the students who graduate with a STEM major are actually working in STEM fields 10 years later. These students, instead, have entered other fields, including architecture, business, finance, or medicine. The point is that the attrition from traditional STEM fields does not reflect a lack of U.S. talent or training in these fields, but rather such factors as interests, salary differentials, a weak economy, or outsourcing of jobs because of lower wages outside the United States. Apple is unlikely to hire U.S. workers to replace the hundreds of thousands of workers outside the United States who are manufacturing and assembling component parts for its products because of more correct answers on a math test.

. Indeed, the increasing focus on test scores has led to scripted learning and narrowing of the curriculum--trends that are inconsistent with an approach that encourages problem solving and innovation. That focus is also inconsistent with educational approaches designed to give students a broad set of skills that will contribute to their effectiveness in the workplace and is likely to be counterproductive in both attracting and retaining students in STEM fields.