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The Path to College Education: Are Verbal Skills More Important than Math Skills?

Author

Listed:
  • Esteban Aucejo

    (Department of Economics, London School of Economics and Political Science)

  • Jonathan James

    (Department of Economics, California Polytechnic State University)

Abstract

The aim of this paper is to study the differential roles of math and verbal skills for educational outcomes. By estimating a multi-period factor model of skills, using a rich panel database that follows all students in England from elementary school to university, we find that verbal skills play a greater role in explaining university nrollment than math skills. In addition, we use our framework to study the timing of skill development during compulsory schooling. Results show that 40% of skills measured at the end of compulsory education are developed between the ages of 7 and 16, which indicates some scope for overcoming initial skill disadvantages. Finally, we study the gender gaps in college enrollment and STEM field enrollment, showing that verbal skills and comparative advantage in skills are key determinants of these gaps.

Suggested Citation

  • Esteban Aucejo & Jonathan James, 2016. "The Path to College Education: Are Verbal Skills More Important than Math Skills?," Working Papers 1602, California Polytechnic State University, Department of Economics.
    • Handle: RePEc:cpl:wpaper:1602
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    References listed on IDEAS

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    Cited by:

    1. Delaney, Judith & Devereux, Paul, 2019. "It's not just for boys! Understanding gender differences in STEM," Papers WP617, Economic and Social Research Institute (ESRI).
    2. Delaney, Judith M. & Devereux, Paul J., 2019. "Understanding gender differences in STEM: Evidence from college applications✰," Economics of Education Review, Elsevier, vol. 72(C), pages 219-238.
    3. Mcnally, Sandra, 2020. "Gender differences in tertiary education: what explains STEM participation," LSE Research Online Documents on Economics 108232, London School of Economics and Political Science, LSE Library.
    4. Borgonovi, Francesca & Choi, Alvaro & Paccagnella, Marco, 2021. "The evolution of gender gaps in numeracy and literacy between childhood and young adulthood," Economics of Education Review, Elsevier, vol. 82(C).
    5. Jiang, Xuan, 2021. "Women in STEM: Ability, preference, and value," Labour Economics, Elsevier, vol. 70(C).
    6. Joachim Freyberger, 2021. "Normalizations and misspecification in skill formation models," Papers 2104.00473, arXiv.org, revised Jul 2022.
    7. Chiara Cavaglia & Stephen Machin & Sandra McNally & Jenifer Ruiz-Valenzuela, 2020. "Gender, achievement, and subject choice in English education," CVER Research Papers 032, Centre for Vocational Education Research.
    8. Devereux, Paul J. & Delaney, Judith, 2019. "Understanding Gender Differences in STEM: Evidence from College Applications," CEPR Discussion Papers 13558, C.E.P.R. Discussion Papers.

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