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STEM graduates and secondary school curriculum: does early exposure to science matter?

De Philippis, Marta (2023) STEM graduates and secondary school curriculum: does early exposure to science matter? Journal of Human Resources, 58 (6). 1914 - 1947. ISSN 0022-166X

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Identification Number: 10.3368/jhr.1219-10624R1

Abstract

This work explores the effect of strengthening the science curriculum in secondary school on STEM university education. By exploiting the staggered implementation of a reform that encouraged secondary schools in England to offer more science courses to 14-year-olds, I find that taking five more hours per week of science classes increases considerably the probability of enrolling in and graduating with a STEM degree. These results mask substantial gender heterogeneity—more exposure to science only increases boys’ likelihood of enrolling in a STEM degree. Treated girls, although induced to choose more challenging degrees, still opt for more female-dominated (mostly non-STEM) ones.

Item Type: Article
Official URL: https://jhr.uwpress.org/
Additional Information: © 2023 by the Board of Regents of the University of Wisconsin System
Divisions: LSE
Subjects: L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
L Education > LB Theory and practice of education > LB2361 Curriculum
JEL classification: I - Health, Education, and Welfare > I2 - Education > I23 - Higher Education Research Institutions
J - Labor and Demographic Economics > J2 - Time Allocation, Work Behavior, and Employment Determination and Creation; Human Capital; Retirement > J24 - Human Capital; Skills; Occupational Choice; Labor Productivity
H - Public Economics > H5 - National Government Expenditures and Related Policies > H52 - Government Expenditures and Education
Date Deposited: 05 Mar 2024 09:09
Last Modified: 18 Jul 2024 17:06
URI: http://eprints.lse.ac.uk/id/eprint/122176

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