High School Course Access and Postsecondary STEM Enrollment and Attainment

Autor/inn/en	Darolia, Rajeev; Koedel, Cory; Main, Joyce B.; Ndashimye, J. Felix; Yan, Junpeng
Titel	High School Course Access and Postsecondary STEM Enrollment and Attainment
Quelle	In: Educational Evaluation and Policy Analysis, 42 (2020) 1, S.22-45 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Main, Joyce B.) ORCID (Yan, Junpeng)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373719876923
Schlagwörter	Access to Education; Secondary School Mathematics; Secondary School Science; STEM Education; Enrollment Influences; Educational Attainment; College Freshmen; Time to Degree; Majors (Students); Outcomes of Education; Postsecondary Education; High Schools; Public Education; Missouri + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; STEM; Bildungsabschluss; Bildungsgut; Studienanfänger; Lernleistung; Schulerfolg; Post-secondary education; Tertiäre Bildung; High school; Oberschule; Öffentliche Erziehung
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. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01