By Heather Rose

This learn examines the connection among arithmetic in highschool and hard work strength profits 10 years later. utilizing a chain of statistical versions to web out the real influence of curriculum, the authors keep an eye on for as many different components because the information permit: the student's demographic features, measures of scholar motivation and skill, relatives history, and highschool features. After considering all of those elements, the authors locate the direct courting among curriculum and gains continues to be rather powerful. The research additionally exhibits that it isn't easily the variety of math classes a pupil takes that's very important; what concerns extra is the level to which scholars take more-demanding classes.

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Extra resources for Math Matters: The Links Between High School Curriculum, College Graduation, and Earnings

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6 Our subsequent analysis shows that distinguishing between types of math courses is crucial. ____________ 5These are his estimates obtained from instrumental variables. Ordinary least squares (OLS) estimates are slightly larger and OLS with high school fixed effects are substantially larger. 8 percent, but that disappears once he controls for ability. 6A more thorough comparison of our research to the previous research is in Appendix C. 22 4. The Link Between High School Curriculum and College Graduation As suggested in the preceding chapter, high school curriculum could affect students’ long-term earnings in two ways: first, by enabling high school students to attend and graduate from college and, second, by directly increasing students’ productivity in the labor market.

Once we have this information, we can compute the predicted probability that the average student within a specific group graduates from college, given any specific math class level. This yields a range of probabilities describing the likelihood of graduating from college given the six different levels of math courses. 10 The points on the graphs represent the predicted probability that the average students within the specific ethnicity-income category graduate from college, given that the highest math course they completed is the value on the horizontal axis.

Organization of the Report The next chapter provides an overview of mathematics course-taking behavior as well as some simple correlations between this behavior, educational attainment, and earnings. Because the policy prescription is quite different depending on the way in which curriculum affects earnings, Chapter 3 presents a theoretical discussion of the link between mathematics curriculum and earnings. Chapter 4 describes the first way in which math courses might affect earnings—by increasing students’ likelihood of earning a college degree.

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