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Frontier Knowledge in College and Student Success

Author

Listed:
  • Barbara Biasi
  • Song Ma

Abstract

We study whether exposure to frontier knowledge in college affects student outcomes. Combining 459,415 syllabi from seven Texas public universities with 107 million publications and linked student records, we measure each course’s proximity to recent versus older research in its field. Exploiting syllabus updates unobserved at enrollment, we find that frontier exposure increases completion, GPA, graduate-school attendance, and earnings, and reduces time-to-degree. Completion, GPA, and progression gains are broad, while graduate-school and earnings returns are larger for students with stronger preparation and family resources. The evidence suggests two mechanisms: frontier content keeps students engaged, and sustained exposure builds labor-market skills.

Suggested Citation

  • Barbara Biasi & Song Ma, 2026. "Frontier Knowledge in College and Student Success," NBER Working Papers 35269, National Bureau of Economic Research, Inc.
    • Handle: RePEc:nbr:nberwo:35269
    Note: ED LS PE PR
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    More about this item

    JEL classification:

    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • I26 - Health, Education, and Welfare - - Education - - - Returns to Education
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity
    • O33 - Economic Development, Innovation, Technological Change, and Growth - - Innovation; Research and Development; Technological Change; Intellectual Property Rights - - - Technological Change: Choices and Consequences; Diffusion Processes

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