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The effects of high school math curriculum on college attendance: Evidence from the NLSY97

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  • Aughinbaugh, Alison
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    Abstract

    Using a sample of youth who graduated from high school in the late 1990s and early 2000s, this paper examines the impact of high school math curriculum on the decision to go to college. Results that control for unobserved differences between students and their families suggest that a more rigorous high school math curriculum is associated with a higher probability of attending college and of attending a 4-year college. The household fixed effect results imply that students who take an advanced academic math curriculum in high school (algebra II or precalculus, trigonometry, or calculus) are about 17 percentage points more likely to go to college and 20 percentage points more likely to start college at a 4-year school by age 21 compared to those students whose highest math class was algebra I or geometry.

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    Bibliographic Info

    Article provided by Elsevier in its journal Economics of Education Review.

    Volume (Year): 31 (2012)
    Issue (Month): 6 ()
    Pages: 861-870

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    Handle: RePEc:eee:ecoedu:v:31:y:2012:i:6:p:861-870

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    Web page: http://www.elsevier.com/locate/econedurev

    Related research

    Keywords: Economics of education; Mathematics; College;

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    10. Juanna Schrøter Joensen & Helena Skyt Nielsen, 2006. "Is there a Causal Effect of High School Math on Labor Market Outcomes?," Economics Working Papers 2006-11, School of Economics and Management, University of Aarhus.
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