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 journalArticlepeer-review

18 Scopus citations


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 languageEnglish
Pages (from-to)22-45
Number of pages24
JournalEducational Evaluation and Policy Analysis
Issue number1
StatePublished - Mar 1 2020

Bibliographical note

Publisher Copyright:
© 2019 AERA.


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

ASJC Scopus subject areas

  • Education


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