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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...
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We study an intensive math instruction policy that assigned low-skilled 9th graders to an algebra course that doubled instructional time, altered peer composition and emphasized problem solving skills. A regression discontinuity design shows substantial positive impacts of double-dose algebra on...
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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...
Persistent link: https://www.econbiz.de/10012963989