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For the past few years, the acronym STEM--which stands for science, technology, engineering, math-- has been one of the biggest buzzwords in the education world and beyond.According to a new report issued by the ACT, students are still digging those content areas, but perhaps not enough to consider a future career as a math or science teacher.Roughly half of the 1.8 million nationwide members of the Class of 2014 who took the college entrance exam expressed an interest in STEM fields.Out of that group, slightly more than 4,400 students indicated they wanted to become a math teacher, while 1,115 students planned for a career as a science teacher.The study's data is based on self-reported, optional responses given by students when they completed an online test registration."The numbers we're seeing are not likely to meet the expected demand for future STEM teachers," ACT president Jon Erickson said in a statement issued Wednesday. "Highly qualified teachers play an essential role not only in preparing students to succeed, but also in raising awareness of and interest in STEM careers, which are vital to our nation's competitiveness in the global economy."James Brown, the Executive Director for the advocacy group STEM Education Coalition, pointed to one big factor that may keep STEM-minded people out of teaching: money."Practicing chemistry versus teaching chemistry is a big salary difference," said Brown.While STEM interest remains high, students' readiness isn't quite at the same level. Only half of interested students met the exam's benchmark score for math, while 43 percent met the science benchmark, according to the ACT.Here in Ohio, 49 percent of high school students who took the ACT college entrance exam last year expressed an interest in STEM fields-- a number that's held steady for the past few years.