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STEM Graduates and Secondary School Curriculum: Does Early Exposure to Science Matter?

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  • Marta De Philippis

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.

Suggested Citation

  • Marta De Philippis, 2023. "STEM Graduates and Secondary School Curriculum: Does Early Exposure to Science Matter?," Journal of Human Resources, University of Wisconsin Press, vol. 58(6), pages 1914-1947.
    • Handle: RePEc:uwp:jhriss:v:58:y:2023:i:6:p:1914-1947
    Note: DOI: https://doi.org/10.3368/jhr.1219-10624R1
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    JEL classification:

    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity
    • H52 - Public Economics - - National Government Expenditures and Related Policies - - - Government Expenditures and Education

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