You are here
High School Course Access and Postsecondary STEM Enrollment and Attainment
We study the effects of access to high school math and science courses on postsecondary STEM enrollment and degree attainment using administrative microdata from Missouri. Our data panel includes over 140,000 students from 14 cohorts entering the 4-year public university system. The effects of high school course access are identified by exploiting plausibly exogenous variation in course offerings within high schools over time. We find that differential access to high school courses does not affect postsecondary STEM enrollment or degree attainment. Our null results are estimated precisely enough to rule out moderate impacts.
This paper was revised February 2019. It was originally released in February 2018.
Citation: Rajeev Darolia, Cory Koedel, Joyce B. Main, Felix Ndashimye, Junpeng Yan (2018). High School Course Access and Postsecondary STEM Enrollment and Attainment. CALDER Working Paper No. 186
You May Also Be Interested In
Washington’s College Bound Scholarship Program and its Effect on College Entry, Persistence, and Completion
Mark C. Long, Dan Goldhaber, Trevor Gratz
Sometimes Less, Sometimes More: Trends in Career and Technical Education Participation for Students With Disabilities
Roddy Theobald, Jay Plasman, Michael Gottfried, Trevor Gratz, Kristian Holden, Dan Goldhaber
Community College Pathways for Disadvantaged Students
Harry Holzer, Zeyu Xu