From Readiness to Retention: Why Students Fail Science and How Science Success Tutors Closes the Gap

American parents send their children off to college believing that their high school success (with its A’s, AP classes, and honors diplomas) will translate directly into college persistence and degree completion. Yet in STEM (science, technology, engineering, and mathematics), that expectation often falls short. Across the United States, too many students arrive underprepared for the rigor of college-level science and math, and too many never make it through. This is not a reflection of personal failure; it is evidence of a systemic gap between high school preparation and college reality.

The first major gap is readiness. The ACT defines “college readiness benchmarks” as the minimum scores associated with at least a 50 percent chance of earning a B or higher (or a 75 percent chance of earning a C or higher) in corresponding first-year college courses. For science, that benchmark is an ACT score of 23. Yet, according to ACT’s national reporting, only about one-third of high school graduates meet that standard in science, and the percentage has declined slightly over the last decade. In short, a high school “A” in biology or chemistry does not necessarily mean that a student can handle the complexity of college-level coursework. Many incoming students lack deep conceptual understanding, quantitative reasoning skills, and scientific problem-solving abilities.

This disconnect highlights what might be called the illusion of readiness. Because high school grading systems, course pacing, and test styles differ from those in college, students may appear highly competent on paper while still being underprepared for the intellectual demands of higher education. Many colleges ask students to complete foundational or co-requisite coursework or encourage participation in summer bridge programs to help close these academic gaps before classes even begin. The result is a clear sign that high school preparation, even when it looks strong, often does not align with college expectations.

Once students begin college with the intent to major in STEM, the second challenge appears: retention. The National Center for Education Statistics reports that roughly 40 to 50 percent of students who start in STEM fields either switch to non-STEM majors or leave college before completing a degree. Among those who leave STEM, many change majors outside of STEM, while others exit higher education altogether. These losses tend to occur early, often in the first or second year, when students meet challenging gateway courses such as introductory biology, chemistry, or calculus. Many capable students experience what feels like hitting a wall, often due to unfamiliar learning strategies, overwhelming course loads, and limited support.

National Science Foundation indicators similarly show that substantial numbers of students who begin in the physical, computer, or mathematical sciences do not complete degrees in their original fields. Many switch to other majors (sometimes within STEM and sometimes outside it), contributing to the broader national pattern of STEM attrition. Research consistently shows that attrition is especially pronounced after gateway mathematics such as Calculus I, with women more likely than men to leave despite comparable academic preparation, and with underrepresented students facing additional structural barriers such as fewer opportunities for advanced coursework and limited access to mentoring.

The impact of this readiness and retention gap extends far beyond grades. When students drop out of STEM or switch majors, the emotional toll can be immense. Years of effort and identity invested in a dream career can unravel quickly. There are also tangible costs: switching majors often delays graduation, increases tuition expenses, and reduces access to high-demand, high-paying STEM careers. The loss is not just individual; it represents wasted potential in a nation that depends on scientific innovation and technological advancement.

These challenges are not inevitable. They arise when students lack the scaffolding needed to translate high school success into collegiate and professional confidence. Many students who leave STEM are not struggling with intelligence or curiosity; they are struggling with the transition from learning content to thinking like scientists. They often lack mentors, metacognitive strategies, and the resilience to recover from early setbacks. Closing the readiness gap early and providing sustained guidance through the first critical years of college can make the difference between giving up and breaking through.

This is where Science Success Tutors (SST) comes in. SST’s mission is to prepare students not only to survive college science but to thrive in it. Our approach begins with a diagnostic readiness assessment that identifies each student’s strengths and gaps relative to college standards. From there, we deliver targeted instruction that emphasizes scientific reasoning, data interpretation, and experimental thinking, helping students move beyond memorization to mastery. Just as importantly, we integrate academic coaching focused on metacognition, study strategies, and mindset development. Students learn how to manage time, self-assess understanding, and recover from setbacks with confidence.

We also support students through the high-stakes transition of gateway courses, identifying early warning signs such as weak quiz performance or lab struggles, and intervening before the problem grows. Throughout the process, we nurture self-efficacy and persistence, or the belief that success in science is not about innate talent but about effort, strategy, and support.

The best time to bridge the gap is before college begins. Early intervention (ideally in high school) can prevent years of frustration, extra costs, and lost confidence. National data show that a large share of students who enter STEM will not finish a STEM degree without the right supports. Parents who want to protect their child’s potential should start early, ensuring that their learning habits and reasoning skills align with true college expectations.

At Science Success Tutors, we help students make that leap from readiness to resilience. We believe that no student should have to face the “weed-out” experience alone. With personalized instruction, scientific thinking strategies, and holistic coaching, we help students not only enter STEM but thrive there. The readiness gap and the STEM attrition leak are real, but they are not destiny. With the right support, every student can step confidently into the future of science.

References

ACT. (2019). The condition of college & career readiness 2019. ACT, Inc. https://www.act.org/content/dam/act/secured/documents/cccr-2019/National-CCCR-2019.pdf

ACT. (2024). The ACT national profile report: Graduating class of 2024. ACT, Inc. https://www.act.org/content/dam/act/unsecured/documents/2024-act-national-graduating-class-profile-report.pdf

Chen, X. (2013). STEM attrition: College students’ paths into and out of STEM fields (NCES 2014-001). U.S. Department of Education, National Center for Education Statistics. https://nces.ed.gov/pubs2014/2014001rev.pdf

National Science Board, National Science Foundation. (2021). Science and engineering indicators 2021: Higher education in science and engineering (NSB-2021-2). National Center for Science and Engineering Statistics. https://ncses.nsf.gov/pubs/nsb20212

Ellis, J., Fosdick, B. K., & Rasmussen, C. (2016). Women 1.5 times more likely to leave STEM pipeline after calculus compared to men: Lack of mathematical confidence a potential culprit. PLOS ONE, 11(7), e0157447. https://doi.org/10.1371/journal.pone.0157447

Seymour, E., & Hunter, A.-B. (2019). Talking about leaving revisited: Persistence, relocation, and loss in undergraduate STEM education. Springer.

Toven-Lindsey, B., Levis-Fitzgerald, M., Barber, P. H., & Hasson, T. (2015). Increasing persistence in undergraduate science majors: A model for institutional support of underrepresented students. CBE—Life Sciences Education, 14(2), ar12. https://doi.org/10.1187/cbe.14-05-0082

The Power of Summer: Strengthening STEM Foundations for High School Students

Summer break presents both a crucial opportunity and a significant risk for high school students, especially those tackling challenging science courses like biology and chemistry. Without structured academic engagement, students can experience what researchers refer to as the summer slide, a measurable decline in content retention and cognitive skills. For STEM learners, where cumulative knowledge is vital, this decline can disrupt academic momentum and diminish students’ preparedness for higher-level coursework in the fall.

The High Stakes of STEM Learning Loss

Research consistently confirms that students lose academic ground during extended breaks. In a meta-analysis of 39 studies, Cooper et al. (1996) found that students lose about one month of academic learning over the summer, with math and science skills being the most vulnerable to decline. This effect is especially pronounced for high school students in rigorous subjects like chemistry and biology, where lapses in foundational knowledge hinder future learning (Cooper et al., 1996).

Moreover, recent longitudinal data show that STEM learning loss compounds over time. Quinn and Polikoff (2017) demonstrated that high school students experience greater variation in learning loss due to increased curriculum complexity and gaps in access to summer educational opportunities. These effects are not evenly distributed; students from underrepresented backgrounds and those without academic enrichment face disproportionately steep declines.

Why Summer Matters for High School Chemistry and Biology

High school is a formative period during which students establish the foundation for college STEM majors and future careers. Success in subjects such as genetics, chemical reactions, and molecular biology depends on mastering abstract concepts and laboratory reasoning, skills that can easily weaken during extended academic breaks. Summer enrichment offers the structure and repetition needed to reinforce conceptual understanding and scientific thinking.

In fact, summer STEM programs have been shown to support not just academic outcomes but also psychological ones. Tai et al. (2006) found that early engagement in science through summer and extracurricular programs increases students’ likelihood of choosing and persisting in science-based college majors. These experiences also strengthen STEM identity—a student’s belief in their ability to succeed in science—which is a key predictor of future achievement (Maltese & Tai, 2011).

How Structured Summer Learning Supports STEM Success

Well-designed summer programs offer more than content review; they teach students how to learn science effectively. Key benefits include: 

1. Conceptual Mastery through Active Learning
   Programs utilizing problem-based and inquiry-driven methods aid students in internalizing fundamental concepts in biology and chemistry. Students can more effectively transfer their learning to new contexts instead of relying solely on memorization (Freeman et al., 2014).

2. Targeted Support to Address Learning Gaps
   Intensive summer instruction enables students to revisit challenging topics, such as stoichiometry and Mendelian genetics, with individualized attention. This targeted remediation has been linked to significant gains in performance on standardized science assessments.

3. Development of Study and Executive Function Skills
   Effective summer programs incorporate coaching in goal-setting, time management, and metacognition, skills essential for navigating AP Science courses and beyond. Research by Zimmerman (2002) emphasizes the significance of these self-regulatory skills in academic resilience.

4. Social-Emotional Growth and STEM Persistence
   Small-group learning environments and mentorship create a sense of belonging and lessen the impact of impostor phenomenon, especially for students underrepresented in STEM (Cokley et al., 2013). These emotional supports are directly tied to higher STEM retention rates.

The Science Success Tutors Advantage

Science Success Tutor’s STEM Foundations Summer Intensive aims to help high school students get ahead rather than fall behind. Our four-week virtual workshops in Chemistry and Biology integrate expert instruction, guided practice, and collaborative coaching. Through interactive simulations, real-world case analysis, and weekly progress tracking, students develop the skills and confidence necessary to excel in the upcoming academic year.

Our curriculum aligns with national high school standards and is tailored to meet the needs of learners preparing for honors-level coursework, AP exams, or college entrance exams. Whether brushing up on organic mechanisms or mastering the intricacies of DNA replication, students benefit from a supportive, challenge-rich environment that fosters deep learning and academic growth.

Conclusion

Investing in summer learning is not just a remedy for learning loss; it’s a launchpad for future STEM success. For high school students, especially those tackling biology and chemistry, summer can be the season that transforms uncertainty into mastery. Science Success Tutors offers a research-based, student-centered solution to keep your learner on track, inspired, and ready for what lies ahead.

References

• Cooper, H., Nye, B., Charlton, K., Lindsay, J., & Greathouse, S. (1996). The effects of summer vacation on achievement test scores: A narrative and meta-analytic review. Review of Educational Research, 66(3), 227–268. https://doi.org/10.3102/00346543066003227

• Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111

• Quinn, D. M., & Polikoff, M. S. (2017). Summer learning loss: What is it, and what can we do about it? Brookings Institution. https://www.brookings.edu/articles/summer-learning-loss-what-is-it-and-what-can-we-do-about-it/

• Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2

• Tai, R. H., Liu, C. Q., Maltese, A. V., & Fan, X. (2006). Planning early for careers in science. Science, 312(5777), 1143–1144. https://doi.org/10.1126/science.1128690

• Maltese, A. V., & Tai, R. H. (2011). Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students. Science Education, 95(5), 877–907. https://doi.org/10.1002/sce.20441

• Cokley, K., McClain, S., Enciso, A., & Martinez, M. (2013). An examination of the impact of minority status stress and impostor feelings on the mental health of diverse ethnic minority college students. Journal of Multicultural Counseling and Development, 41(2), 82–95. https://doi.org/10.1002/j.2161-1912.2013.00029.x

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