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A lesson in a STEM study

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Every once in a while, research quantifies the effects of certain education policies on students. Then, the results are often shelved in favor of the prevailing “common sense.” As in: If you want more scientists, mandate more science courses in school.

Let’s hope this fate doesn’t happen with “Missing the Mark,” a report by the ACT college readiness test’s Research and Policy division. Authors Richard Buddin and Michelle Croft studied the high school graduating classes of 2005 through 2013 in Illinois, not including Chicago, that were affected by a state law mandating a minimum of three years of math and two years of science in order for students to graduate.

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