Notes

  1. 1 The section “Elementary and Secondary (K–12) Mathematics and Science” draws on data and sources in the Indicators 2022 report, “Elementary and Secondary STEM Education.”

  2. 2 Detailed notes and full list of OECD countries for Figure 1 are available in Figure K12-5 in the Indicators 2022 report, “Elementary and Secondary STEM Education.”

  3. 3 Detailed notes for Figure 2 are available in Figure K12-2 in the Indicators 2022 report, “Elementary and Secondary STEM Education.”

  4. 4 For Figure 3, minority enrollment includes students who are Black, Hispanic, Asian, Native Hawaiian or Pacific Islander, American Indian or Alaska Native, and more than one race. Hispanic may be any race; race categories exclude Hispanic origin.

  5. 5 The section “S&E Higher Education in the United States” draws on data and sources in the forthcoming Indicators 2022 report, “Higher Education in Science and Engineering.” The Higher Education report also provides further breakout by sex and race or ethnicity.

  6. 6 For Figure 4, the U.S. population data reflect the percentage of people in each racial and ethnic group in the U.S. population from ages 20 to 34 on 1 July 2019. Hispanic may be any race; race categories exclude Hispanic origin. Degree totals may differ from those elsewhere in the report; degrees awarded to people of unknown or other race were excluded, as were degree earners on temporary visas.

  7. 7 The section “International S&E Higher Education and Student Mobility” draws on data and sources in the forthcoming Indicators 2022 report, “Higher Education in Science and Engineering.”

  8. 8 For Figure 5, to facilitate international comparison, data for the United States are those reported to OECD, which varies slightly from the NCSES classification of fields presented in other sections of the report.

  9. 9 For Figure 6, the data reflect fall enrollment in a given year and include students with "active" status as of 15 November of that year. Data include active foreign national students on F-1 visas and exclude those on optional practical training. Undergraduate level includes associate's and bachelor's degrees; graduate level includes master's and doctoral degrees.

  10. 10 The section “Americans’ Perceptions about Science” draws on data and sources in the forthcoming Indicators 2022 report, "Science and Technology: Public Perceptions, Awareness, and Information Sources."

  11. 11 For Figure 7, responses are to the following: How much confidence, if any, do you have in [scientists] to act in the best interests of the public?

  12. 12 Detailed notes for Figure 8 are available in Figure LBR-2 in the Indicators 2022 report, “The STEM Labor Force of Today: Scientists, Engineers, and Skilled Technical Workers.”

  13. 13 The section “The STEM Labor Market and the Economy” draws on data and sources in the Indicators 2022 report, “The STEM Labor Force of Today: Scientists, Engineers, and Skilled Technical Workers.”

  14. 14 The observed rankings of state estimates provide useful context. However, a state having a highest or lowest rate does not imply that the state's rate is significantly higher or lower than the rate of the next highest or lowest state. For a full list of state estimates, see Figure LBR-D and Figure LBR-E in the Indicators 2022 report, "The STEM Labor Force of Today: Scientists, Engineers, and Skilled Technical Workers."

  15. 15 Unless otherwise noted, the section “Demographic Composition of the STEM Workforce” draws on data and sources in the Indicators 2022 report, “The STEM Labor Force of Today: Scientists, Engineers, and Skilled Technical Workers.” The Labor Force report also provides further breakout by sex and race or ethnicity.

  16. 16 Detailed notes for Figure 10 are available in Figure LBR-24 in the Indicators 2022 report, “The STEM Labor Force of Today: Scientists, Engineers, and Skilled Technical Workers.”

  17. 17 See data and sources in the forthcoming Indicators 2022 report, “Production and Trade of Knowledge- and Technology-Intensive Industries.”

  18. 18 For data on the 5- and 10-year stay rates, see the Indicators 2020 report “The State of U.S. Science and Engineering 2020" and the report “Science and Engineering Labor Force.”

  19. 19 Data for the United States in Figures 12 – Figures 15 reflect international standards for calculating gross expenditures on R&D, which vary slightly from the NCSES’s protocol for tallying U.S. total R&D.

  20. 20 The section “Global R&D” draw on data and sources in the forthcoming Indicators 2022 report, “Research and Development: U.S. Trends and International Comparisons,”—refer to this report and the section on Research and Development at the NCSES website for the latest data as estimates in this section may be subject to revision.

  21. 21 Unless otherwise noted, the section “U.S. Performance and Funding Trends” draws on data and sources in the forthcoming Indicators 2022 report, “Research and Development: U.S. Trends and International Comparisons”—refer to this report and the section on Research and Development at the NCSES website for the latest data as estimates in this section may be subject to revision.

  22. 22 Data for the United States in Figure 16 and Figures 17 reflect NCSES’s protocol for tallying U.S. total R&D, which varies slightly from the international standards for calculating gross expenditures on R&D.

  23. 23 U.S. business R&D is the R&D performed by companies domiciled in the United States. It includes the R&D performed by the company and paid for by the company itself (from company-owned, U.S.-located units or from subsidiaries overseas). It also includes the R&D performed by the company and paid for by others, such as other companies (domestic or foreign, including parent companies of foreign-owned subsidiaries located in the United States), the U.S. federal government, nonfederal government (state and local or foreign), and nonprofit or other organizations (domestic or foreign).

  24. 24 See data and sources in the Indicators 2022 report, “Academic Research and Development.” Because graduate students receive funding from a variety of sources, a decline in the percentage of S&E graduate students who receive federal funding does not equate to a decline in overall financial support for graduate students.

  25. 25 Detailed notes for Figure 21 are available in Figure URD-24 in the Indicators 2022 report, “Academic Research and Development.”

  26. 26 Unless otherwise noted, the section “Research Publications” draws on data and sources in the Indicators 2022 report “Publications Output: U.S. Trends and International Comparisons.”

  27. 27 Detailed notes for Figure 22 are available in Figure PBS-2 in the Indicators 2022 report “Publications Output: U.S. Trends and International Comparisons.”

  28. 28 Detailed notes for Figure 23 are available in Figure PBS-7 in the Indicators 2022 report “Publications Output: U.S. Trends and International Comparisons.”

  29. 29 Detailed notes for Figure 24 are available in Figure PBS-4 in the Indicators 2022 report “Publications Output: U.S. Trends and International Comparisons.”

  30. 30 The section “Invention and Innovation” draws on data and sources in forthcoming the Indicators 2022 report, “Invention, Knowledge Transfer, and Innovation.”

  31. 31 For Figure 25, data are counted according to the year of the first granted patent in the patent family. Patent families are allocated according to patent inventorship information found on the priority patent of the INPADOC families. To account for missing ownership information in PATSTAT for some offices, a method designed by de Rassenfosse et al. (2013) is used to fill missing information on priority patents using information in successive filings within the families. Patent families are fractionally allocated among regions, countries, or economies based on the proportion of residences of all named inventors.

  32. 32 For Figure 26, WIPO used a sex-name dictionary based on information from 13 different public sources to assign sex to inventors’ names recorded in Patent Cooperation Treaty applications. Sex is attributed to a given name on a country-by-country basis because certain names can be considered male in one country but female in another.

  33. 33 For Figure 27, industry classification is from the 2017 North American Industry Classification System codes and based on the dominant establishment payroll. Industries shown are those for which more than half of the companies reported an innovation from 2015 to 2017.

  34. 34 The section “Knowledge- and Technology-Intensive Industry Output” draws on data and sources in the forthcoming Indicators 2022 report, “Production and Trade of Knowledge- and Technology-Intensive Industries.”

  35. 35 For Figure 28, output is measured on a value-added basis.

  36. 36 These two industries were chosen to illustrate the specialization in KTI output across states.