High School Course Access and Postsecondary STEM Enrollment and Attainment

Rajeev Darolia; Cory Koedel; Joyce B. Main; J. Felix Ndashimye; Junpeng Yan

doi:10.3102/0162373719876923

High School Course Access and Postsecondary STEM Enrollment and Attainment

Rajeev Darolia, Cory Koedel, Joyce B. Main, J. Felix Ndashimye, Junpeng Yan

Research output: Contribution to journal › Article › peer-review

22 Scopus citations

Abstract

We study the effects of access to high school math and science courses on postsecondary science, technology, engineering, and mathematics (STEM) enrollment and degree attainment using administrative data from Missouri. Our data include more than 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.

Original language	English
Pages (from-to)	22-45
Number of pages	24
Journal	Educational Evaluation and Policy Analysis
Volume	42
Issue number	1
DOIs	https://doi.org/10.3102/0162373719876923
State	Published - Mar 1 2020

Bibliographical note

Publisher Copyright:
© 2019 AERA.

Keywords

econometric analysis
economics of education
educational policy
high schools
longitudinal studies
postsecondary education
regression analyses

ASJC Scopus subject areas

Education

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10.3102/0162373719876923

Cite this

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abstract = "We study the effects of access to high school math and science courses on postsecondary science, technology, engineering, and mathematics (STEM) enrollment and degree attainment using administrative data from Missouri. Our data include more than 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.",

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AU - Yan, Junpeng

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AB - We study the effects of access to high school math and science courses on postsecondary science, technology, engineering, and mathematics (STEM) enrollment and degree attainment using administrative data from Missouri. Our data include more than 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.

KW - econometric analysis

KW - economics of education

KW - educational policy

KW - high schools

KW - longitudinal studies

KW - postsecondary education

KW - regression analyses

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High School Course Access and Postsecondary STEM Enrollment and Attainment

Abstract

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Keywords

ASJC Scopus subject areas

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