More than two dozen seniors at Lincoln University, in Oxford, Pa., are in danger of not being able to graduate this spring -- not because they’re under disciplinary probation or haven’t fulfilled the requirements of their majors, but because they were obese as freshmen. 
 
 All had body mass index (BMI) scores above 30 -- the U.S. Department of Health and Human Services’ threshold for obesity -- when they arrived on campus in the fall of 2006, but none have taken college-sanctioned steps to show they’ve lost weight or at least tried. They’re in the historically black university’s first graduating class required to either have a BMI below 30 or to take “Fitness for Life,” a one semester class that mixes exercise, nutritional instruction and discussion of the risks of obesity. 
 
 It might sound like a joke, or a violation of individual rights, but James L. DeBoy, chair of Lincoln’s health, physical education and recreation department, said he sees it as his “professional responsibility to be honest and tell students they’re not healthy.” 
 
 Ninety-two students, 19 percent of the freshman class of 484 that entered three years ago, had BMIs of 30 or greater. While most of those students took the class or demonstrated to DeBoy’s department that they had lost weight, about 25 have neither proven they’ve lost weight nor signed up for the class. DeBoy began notifying the students about their unfulfilled requirement earlier this month, spurring an article Wednesday in The Lincolnian, the university’s weekly student newspaper. 
 
 Students interviewed for the story seemed upset by the requirement and, perhaps, a bit blindsided by it. “It’s not up to Lincoln to tell me how much my BMI should be. I came here to get a degree and that's what the administration should be concerned with,” said Lousie Kaddie, a sophomore. 
 
 DeBoy said it’s exactly what the university should be concerned with. “This country’s in the midst of an obesity epidemic and African-Americans are hit hard by obesity and diabetes,” he said. “We need to address this problem directly with our students.” 
 
 “No student should ever be able to leave Lincoln and not know the risks of obesity,” he added. “They could never say, ‘I wish I knew this was going to happen to me, I wish someone would have told me’ ” after suffering a heart attack or other major health problem because of their weight. 
 
 James C. Turner, president of the American College Health Association and director of student health at the University of Virginia, said he had “never heard of something like this before.” He added that he was unaware of any studies showing a semester-long class “to be effective to help someone lose weight in the long term.” 
 
 DeBoy said he will start collecting final semester data from the students in January so that he will be able to show, with raw numbers, that students benefited from the class. 
 
 DeBoy said he taught one class where, at the beginning of the term, the 14 students struggled to walk for 15 minutes at a time. By the end, some could run for a few minutes and all could walk briskly for 45 minutes. 
 
 “All of them had BMIs well over 30,” he said, “and some of them lost weight, some of them didn’t. But not one of them gained any weight during those 15 weeks of the spring semester of their freshman year.” 
 
 Turner expressed concern that the requirement “raises questions about personal rights and which trumps, personal rights or university policy.” 
 
 DeBoy defended the rule. “I’m not a lawyer,” he said, “but we test for written, oral communication skills and I don’t see this as any different…. We want our students to have a sound mind, but also a sound body.” ||||| Lincoln University students will now have to endure a physical exam determining each student's BMI (body mass index) before they are permitted to graduate. An individual's BMI measures the amount of body fat.Amid fierce criticisms, Lincoln University has recently installed a new requirement for its undergraduate students. If your BMI is over 30, you are required to take a physical education class.This new requirement has caused an uproar from some students and professors who argue that the university is actively discriminating against those who are obese. Some students argue that their time at Lincoln may be prolonged because of an additional class.University officials say that they are actively working to increase the health of their students, but many have their doubts."What's the point of this? What does my BMI have to do with my academic overcome?" asked Dionard Henderson, a freshman. "Some students on campus are just confused why a certain BMI has to be a requirement. Are there not a sufficient amount of prerequisites to complete prior to graduating from college?Dr. James L. DeBoy, who is Chair and Professor of the Department of Health, Physical Education and Recreation could not be reached for comment.Sophomore Lousie Kaddie disagrees with the requirement."It's not up to Lincoln to tell me how much my BMI should be. I came here to get a degree and that's what the administration should be concerned with," she added ||||| Computer science women (and some dudes) (Brett Ziegler for USN&WR) 
 
 Like shoes and smartphones, America is importing more and more of its future STEM workforce. 
 
 The 2016 U.S. News/Raytheon STEM Index recorded a slight rise in hiring, education and general interest in technology and engineering over last year, while math education and general interest in science declined. The biggest growth occurred at the graduate level, but despite years of investment in attracting more American students to STEM, that expansion was not homegrown. 
 
 While the number of graduates who earned masters' and doctorate degrees in STEM rose by 6 percent in 2015, the Index found, the number of science and engineering graduates holding U.S. passports and green cards fell from 2008 to 2014, according to survey data from the National Science Foundation. 
 
 SPECIAL REPORT: STEM Solutions ] 
 
 By contrast, the number of graduates on temporary student visas – many of whom take their skills home after graduating rather than remain in the U.S. – rose by 35 percent in the same period. 
 
 "The U.S. is in fact producing more STEM graduates, but they're not necessarily to the benefit of the U.S.," says Brian Kelly, editor and chief content officer of U.S. News & World Report. 
 
 Gaps between men and women, and between whites and minorities, also remained entrenched. As the number of white students who earned STEM degrees grew 15 percent in the last five years, the number of black students fell by roughly the same margin, the index found. 
 
 Women's interest in STEM also decreased slightly since last year. 
 
 "We continue to have a lot of work to do in terms of how we inspire and prepare students for these types of career opportunities," says Vince Bertram, president and CEO of Project Lead the Way, a nonprofit that develops STEM curricula. 
 
 For years, executives at software firms, manufacturers, engineering companies and defense contractors – even President Barack Obama – have lamented what they say is a lack of qualified STEM graduates. It's an outgrowth of excluding more than half the population, they contend: depriving low-income schools of robust STEM programs, and reinforcing – implicitly and overtly, through socialization and outright discrimination – the perception that server farms and manufacturing hubs, labs and wind tunnels are almost exclusively the domains of white and Asian men. 
 
 There were some strides in the past year, the Index determined: Hispanic students earned more STEM degrees at every level than last year, and both black and Hispanic students expressed greater interest in engineering and technology. 
 
 And while students' scores on Advanced Placement exams fell slightly, the results may have to do with simple math: More students are taking the tests. Notably, the number of students who scored a 3 or higher on the AP exam for computer science continued its rise from a nadir in 2010, reflecting a push for more students to study technology. 
 
 "This is definitely good news, but we have a long way to go before we change the landscape and really get the majority of our young people engaged in computer science coursework in high school," says Catherine Riegle-Crumb, associate professor of STEM education and sociology at the University of Texas—Austin. 
 
 The STEM Index gives weights to different subindices, with the highest weights going to the broadest measures. The results this year continue the trend since 2008, with the Index overall growing slightly from the previous year. 
 
 The biggest gains were at the graduate level, where students earning masters' and doctorate degrees in STEM rose by 6 percent. Falling scores on AP exams, by contrast, drove the index's largest decline for 2016. 
 
 U.S. News/Raytheon STEM Index 
 
 While women continue to fall behind their male counterparts in some parts of STEM, experts say this may be a matter of choice and not cause for alarm. 
 
 Women may lag behind men in areas like engineering, for example, but they far outstrip men in earning biology degrees, NSF data show. Women make up about 80 percent of the students enrolled at the Cornell University College of Veterinary Medicine (medical fields are not traditionally categorized as STEM), and a survey analysis in 2009 found girls expressed far less interest than boys in math as early as adolescence. 
 
 "Women are choosing to do different things. Everyone doesn't want to be an electrical engineer or to do computer science, and that's not a failure or flaw," says psychologist Wendy Williams, a professor in Cornell's department of human development. 
 
 Other research efforts have reached different conclusions. A study in 2014 found women routinely suffer discrimination in math hiring. Male students in undergraduate biology classes at the University of Washington were far more likely to name fellow men the "best students," an analysis found earlier this year. And one research team even discovered that male professors in STEM are more likely to dismiss these findings of bias than either their female colleagues or men teaching in other fields. 
 
 Attributing gender disparities in STEM hiring to lack of interest risks repeating how women were seen with respect to sports and athletics in the 1950s and 1960s, says Bertram, of PLTW. 
 
 "If we had dismissed the issue with gender as 'interest,' think about the lost opportunities for women over the last 40 years," he says. "We have to break down these barriers in a way that gives students an opportunity rather than dismissing them as things girls don't want to do or underrepresented students don't want to do." 
 
 STEM Employment Index Index Jobs Salaries 
 
 The STEM Employment Index shows the change in the number of STEM jobs relative to all jobs in the U.S. The sub-index increased more than any other between 2000 and 2015 and is a large driver of the increase in the overall index. In the last few years though, the increase has slowed. This year, the employment index score increased by a mere half point. 
 
 In terms of the raw number of STEM jobs, STEM jobs increased much faster than overall employment: 28 percent since 2000 compared to 6 percent for all jobs. 
 
 Computer jobs once again hold the top seven positions for highest number of employees, with applications software engineers and computer support specialists topping the list. Jobs for computer systems analysts, systems software engineers, and computer and information systems managers are also on the rise. 
 
 "While the STEM Index shows that computer science is a top STEM career choice, the need for cyber talent has never been greater," said David Wajsgras, president of Raytheon Intelligence, Information and Services. "Protecting networks is a big concern for industry, government and the military, but as a country, we haven't educated and trained enough people to protect these environments. Public and private interests need to do more to cultivate an interest and support development efforts in these career paths – our national security depends on it." 
 
 Don't recognize some of the job titles? STEM positions are changing and evolving so rapidly, some positions – such as computer network architects – lack any data beyond a few years ago. Other positions have been combined or redistributed over the years to better reflect the industry. 
 
 When it comes to payday, just about every STEM occupation saw its bank account swell from 2000 to 2015. Petroleum engineers once again earned the most annually, with a yearly salary of about $149,590 by 2015. Math techs and conservation scientists saw their salaries fall. 
 
 Degrees Granted Index Index Degrees 
 
 Graduate students top the Degrees Granted Index, which shows the change in the number of STEM degrees relative to all college degrees awarded in the U.S. 
 
 For the number of degrees, graduate degrees increased 6 percent since last year with women increasing more than men. The number of STEM degrees awarded to Hispanic students, showed large increases at all education levels since last year. The number of black students earning STEM degrees slowed after strong growth through 2013. 
 
 The number of undergrads earning STEM bachelor's continued its climb from 2000. Gender gaps remain deeply entrenched: Women are earning more STEM degrees each year, but they're keeping pace rather than closing the gap with men. 
 
 White students overall top the list by a wide margin simply because they make up the largest racial category – there are far more white students in the U.S. than there are black, Hispanic, Asian or American Indian students. 
 
 Advanced Placement Index Index Tests 3 or Higher 
 
 The Advanced Placement Index shows the change in the proportion of STEM AP tests with a score of 3 or higher – generally qualifying for college credit at many universities – and the proportion of AP tests in STEM fields compared to all tests. Overall the AP Index experienced a slight decline from nearly 94 index score in 2014 to 91.3 in 2015. 
 
 The percentage of students early a score of 3 or higher in Calculus AB and BC fell off slightly, while Physics C-Mechanics saw growth among both men and women. 
 
 Nonetheless, gender disparities remain apparent when looking at the percentage of students who scored a 3 or higher on STEM Advanced Placement exams. There was a higher percentage of male students who scored a 3 or higher than females in all STEM subjects. 
 
 High School Interest Index Index By Race By Gender 
 
 Math had a rough year. Interest in every STEM subject except math made gains in the latest index measuring high school interest. Black and Hispanic students expressed greater interest in engineering. Asian students did the same in engineering, technology and math. 
 
 Across the board, men expressed more interest than women in STEM subjects, with dramatic differences in engineering. 
 
 ACT Index Index Scores 
 
 The ACT Index shows the change in students' average math and science scores on the ACT, one of the most widely taken standardized college admission tests. 
 
 Asian students led the index, recording gains in both math and science. In terms of raw scores, black students remained at the bottom of the results. 
 
 SAT Index Index Scores 
 
 The SAT Index shows the change in students' math scores on the other most widely taken standardized college admissions test. 
 
 The SAT is graded on a curve, in part to allow test administrators to compare students' scores from year to year. As a result, the scores show little overall change from year to year; even among Asian students, who saw the highest increase. 
 
 A gap persisted between the genders, with men of all demographics scoring about 30 points higher on the math section than women every year. 
 
 National Assessment of Educational Progress (NAEP) Index Index Scores 
 
 The NAEP Index shows the change in students' math scores on the NAEP exam, a nationwide test administered every two years to students in fourth and eighth grades. Students' raw scores showed wide gaps persisting among racial groups, with Asian students leading the graph, followed by white students. Black and Hispanic students earned comparatively lower scores. Scores for almost all demographics fell across the board, with the exception of American Indian and multiethnic students. 
 
 Unlike the college admissions exams, however, male and female scores in both fourth and eighth grades were closely aligned . 
 
 Trends in International Math & Science Studies (TIMSS) Index Index Scores 
 
 The TIMSS Index relies on data from the TIMSS exam, a test administered around the globe every four years to students in fourth and eighth grades. The index compares the U.S. to other countries by taking the average U.S. score and dividing it by the average TIMSS score for all countries in the data set. 
 
 The differences in score changes were dramatic among certain countries. In Ghana and Saudi Arabia, for example, students saw big gains in their scores, while in Malaysia, Indonesia and Jordan, scores fell an accelerating pace from 2010 on. 
 
 The U.S. finished toward the middle of the pack for math and toward the top for science, alongside countries like Italy, Slovenia, Australia, Hungary, England and Russia. 
 
 Singapore, China, Hong Kong, South Korea and Japan, meanwhile, recorded the top scores. 
 
 Data for the TIMSS Index includes three years: 2003, 2007 and 2011. The next assessment stage is ongoing and will be made available later this year. We've omitted data from countries without a full data set, but you can view all the countries here. 
 
 Program for International Student Assessments (PISA) Index Index Scores 
 
 The PISA Index shows the change in students' math and science scores on the PISA exam, a math and science test administered to 15-year-olds in 34 countries by the Organization for Economic Cooperation and Development. The test is administered every three years, the 2015 PISA data has been carried over from 2014. 
 
 Mexico, Turkey and Portugal experienced rapid changes in their students' science scores, which outpaced those of most other nations from 2003 through 2012. Scandinavian countries such as Finland and Sweden, meanwhile, saw their scores fall. 
 
 Mexico, Chile, Turkey, Greece and Israel scored at the bottom of the list, while Finland, South Korea, Japan and Estonia rounded out the top, with the U.S. in the lower percentile among OECD countries. 
 
 Methodology: U.S. News & World Report's Director of Data Research, Bob Morse, and Data Analyst Matt Mason explain the methodology behind the 2016 U.S. News/Raytheon STEM Index here. 
 
 Sources: Bureau of Labor Statistics' Occupational Employment Statistics, National Center for Education Statistics, College Board, National Research Center for Colleges & University Admissions, ACT, International Association for the Evaluation of Educational Achievement, Organization for Economic Cooperation and Development. 
 
 
 
 Alan Neuhauser, Staff Writer Alan Neuhauser covers law enforcement and criminal justice for U.S. News & World Report. He als... Read moreAlan Neuhauser covers law enforcement and criminal justice for U.S. News & World Report. He also contributes to STEM and Healthcare of Tomorrow, and previously reported on energy and the environment. You can follow him on Twitter or reach him at aneuhauser@usnews.com.
– Twenty-five seniors at a university in Pennsylvania must prove they've lost weight in order to graduate this spring. The unusual requirement stems from a policy Lincoln University put in place fours ago: Incoming freshmen with a body mass index of 30, the threshold for obesity, must take a nutrition class or shed the weight on their own to get a diploma, reports the Lincolnian student newspaper. Most of the 92 students at the black university who had BMIs over 30 took the class, but the 25 who didn't were notified they'd have to undergo a physical exam before graduating. “No student should ever be able to leave Lincoln and not know the risks of obesity,” a school official tells Inside Higher Ed. Says one angry student: "I came here to get a degree and that's what the administration should be concerned with."