The American people are getting more interested in science and engineering, but are also getting more STEM degrees.

The latest results from the National Science Foundation’s (NSF) National Survey of Educational Attainment show that students aged 5-14 years in states with a high proportion of STEM (science, technology, engineering and math) and math (math, statistics, English, and writing) students earned higher degrees than students in states without these students.

These results are the first of their kind, and the first to compare the results of two broad measures of STEM education.

In a report published Thursday, the Foundation found that students in the states with high proportions of STEM and math students earned about a half of their degrees from colleges that have either more STEM or more math students.

In the states without high numbers of STEM students, the gap between students with more STEM and less math students narrowed to about one-third of their degree, the report found.

“The findings underscore the importance of continuing to expand our education systems, particularly by focusing on STEM and mathematics, and highlighting the important role that STEM can play in the success of our children and their families,” said Dr. James P. Dolan, president of the NSF.

“While the findings show that high-quality STEM education can help prepare students for success in STEM fields, we must ensure that these efforts are supported by investments in educational resources, which can have long-term effects on our economy and the quality of our future workforce.”

The NSF’s report looked at the STEM education of the students in each state from 2005-2009, and found that states with more than a quarter of students in STEM or math were more likely than states with fewer students to have a high percentage of STEM or mathematics students in those fields.

“There is no question that more high-skill, high-paying jobs in the sciences, technology and engineering (STEM) and mathematics are on the horizon,” said Nancy L. LeVine, president and chief executive officer of the National Association of Science Teachers.

“This new research shows that we need to be proactive and ensure that all students in our country have access to the skills they need to succeed.”

The report also found that the STEM and MAT degrees students earned were significantly more likely among the students who were high-achieving in math and science, and that the students with high-math scores earned significantly more than the students high in math or science.

However, the findings don’t necessarily mean that STEM and STEM education is bad, said Dr.-elect and co-author Dr. Andrew Weil.

“I think it is an important study that makes clear that high STEM education doesn’t necessarily lead to better STEM students and that STEM education has a role in boosting the overall number of STEM graduates in the workforce,” he said.

The National Science Board and the National Center for Science Education, a DOE research center, funded the research.

The NSFS is a federally-funded agency that supports research that advances the nation’s understanding of the economy, the environment, and public health.

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