I wonder about those who claim our math and science students are first rank, and blame the high-tech sector and its greed for the “importation” of South and East Asian talent. Sure, there is an abundance of greed (not necessarily harmful in one of the freer sectors of the economy). There is also a requirement to display diversity, even if imported, so as to comport with the diabolic diversity policies peddled by all companies as zealously as do the state and CNN’s Soledad O’Brien. But neither are there any shortages of unskilled Americans in the sciences. Have the reductionists, who refuse to recognize this dumbing down, ever spoken to senior and serious high-tech talent; people who are employed and always overworked, because there are so few of them?

“Although the number of college graduates increased about 29% between 2001 and 2009,” reports the WSJ, “the number graduating with engineering degrees only increased 19%, according to the most recent statistics from the U.S. Dept. of Education. The number with computer and information-sciences degrees decreased 14%. Since students typically set their majors during their sophomore year, the first class that chose their major in the midst of the recession graduated this year.

Students who drop out of science majors and professors who study the phenomenon say that introductory courses are often difficult and abstract. Some students, like Ms. Zhou, say their high schools didn’t prepare them for the level of rigor in the introductory courses. [She’s more honest than the professors. “My ability level was just not there,” says Ms. Zhou of her decision” to drop out from electrical and computer engineering.]

Overall, only 45% of 2011 U.S. high-school graduates who took the ACT test were prepared for college-level math and only 30% of ACT-tested high-school graduates were ready for college-level science, according to a 2011 report by ACT Inc.”

Science classes may also require more time—something U.S. college students may not be willing to commit. In a recent study, sociologists Richard Arum of New York University and Josipa Roksa of the University of Virginia found that the average U.S. student in their sample spent only about 12 to 13 hours a week studying, about half the time spent by students in 1960. They found that math and science—though not engineering—students study on average about three hours more per week than their non-science-major counterparts.