High School Course Access and Postsecondary STEM Enrollment and Attainment

被引：15

作者：

Darolia, Rajeev ^{[1
]}

Koedel, Cory ^{[2
]}

Main, Joyce B. ^{[3
]}

Ndashimye, J. Felix ^{[4
]}

Yan, Junpeng ^{[5
]}

机构：

[1] Univ Kentucky, Publ Policy & Econ, Martin Sch Publ Policy & Adm, Lexington, KY 40506 USA

[2] Univ Missouri, Econ & Publ Policy, Columbia, MO 65211 USA

[3] Purdue Univ, Sch Engn Educ, Engn Educ, W Lafayette, IN 47907 USA

[4] Vanderbilt Univ, Peabody Coll Educ & Human Dev, 221 Kirkland Hall, Nashville, TN 37235 USA

[5] Univ Missouri, Dept Educ Leadership & Policy Anal, Columbia, MO 65211 USA

来源：

EDUCATIONAL EVALUATION AND POLICY ANALYSIS | 2020年 / 42卷 / 01期

基金：

美国国家科学基金会;

关键词：

economics of education; educational policy; high schools; postsecondary education; econometric analysis; longitudinal studies; regression analyses; ADVANCED PLACEMENT; CURRICULUM; PERFORMANCE; MATH;

D O I：

10.3102/0162373719876923

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：22 / 45

页数：24

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