https://doi.org/10.1177/0569434517721770 The American Economist 2018, Vol. 63(1) 79–93 © The Author(s) 2017 Reprints and permissions: sagepub.com/journalsPermissions.nav DOI: 10.1177/0569434517721770 journals.sagepub.com/home/aex Article The Roots of STEM Achievement: An Analysis of Persistence and Attainment in STEM Majors Alan Green 1 and Danielle Sanderson 2 Abstract This article analyzes persistence and attainment in postsecondary science, engineering, technology, and math (STEM) education using data from the Beginning Postsecondary Students Longitudinal Study. Ability is shown to have a consistent impact on STEM performance. Self- efficacy has large estimated impacts, and there is evidence of strong bias against women. High school math preparation and attending small colleges increase the likelihood of noninterested students switching to STEM fields. Overall, there is little evidence that collegiate educational experiences affect persistence or attainment. The results indicate that policies to improve high school math preparation and address the gender gap would be most effective. JEL Classifications: I21, I28 Keywords STEM persistence, STEM attainment, gender bias, postsecondary education, math preparation Science, engineering, technology, and math (STEM) remain vital fields for the U.S. economy due to both the demand for STEM jobs and the continual advancement of technology associated with STEM areas. In 2009, President Obama launched the “Educate to Innovate” campaign, a move- ment dedicated to making American students the highest achievers internationally in STEM. The campaign states that “reaffirming and strengthening America’s role as the world’s engine of sci- entific discovery and technological innovation is essential to meeting the challenges of this cen- tury” (The White House Office of the Press Secretary, 2009). The White House proposes to meet these goals by increasing STEM literacy, improving STEM teaching, and providing opportuni- ties for groups underrepresented in STEM fields (The White House Office of the Press Secretary, 2009). One of the major strategies focuses on increasing retention of undergraduate STEM majors. The president’s advisors on science and technology report that retaining STEM majors is the most cost-effective and fastest policy option to increase STEM professionals (Olson, Riordan, & Executive Office of the President, 2012). They make five recommendations: 1 Stetson University, DeLand, FL, USA 2 Michigan State University, East Lansing, USA Corresponding Author: Alan Green, Chair, Department of Economics, Stetson University, DeLand, FL 32723, USA. Email: agreen1@stetson.edu 721770AEX XX X 10.1177/0569434517721770The American EconomistGreen and Sanderson research-article 2017