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01192nam a2200133Ia 4500 |
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10.1086-703135 |
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220511s2019 CNT 000 0 und d |
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|a 0734306X (ISSN)
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| 245 |
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|a The labor of division: Returns to compulsory high school math coursework
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| 260 |
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|b University of Chicago Press
|c 2019
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|z View Fulltext in Publisher
|u https://doi.org/10.1086/703135
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|a Despite great focus on and public investment in STEM education, little causal evidence connects quantitative coursework to students’ economic outcomes. I show that state changes in minimum high school math requirements substantially increase black students’ completed math coursework and their later earnings. The marginal stu-dent’s return to an additional math course is 10%, roughly half the return to a year of high school, and is partly explained by a shift toward more cognitively skilled occupations. White students’ coursework and earnings are unaffected. Rigorous standards for quantitative coursework can close meaningful portions of racial gaps in economic outcomes. © 2019 by The University of Chicago. All rights reserved.
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|a Goodman, J.
|e author
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| 773 |
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|t Journal of Labor Economics
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