Literaturnachweis - Detailanzeige
Autor/in | Goodman, Joshua |
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Titel | The labor of division: Returns to compulsory high school math coursework. Gefälligkeitsübersetzung: Die Mühen der Division: Erträge von Pflichtkursen in Mathematik an der Highschool. |
Quelle | In: Journal of labor economics, 37 (2019) 4, S. 1141-1182
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 0734-306X; 1537-5307 |
DOI | 10.1086/703135 |
Schlagwörter | Kognitive Kompetenz; Berufswahl; Mathematik; Mathematikunterricht; Reformpolitik; Schüler; USA; Auswirkung; Pflichtfach; Kognitive Kompetenz; Bildungsertrag; Bildungsertrag; Sekundarbereich; Schüler; Pflichtfach; Mathematik; Mathematikunterricht; Reformpolitik; Einkommenseffekt; Berufswahl; Auswirkung; Schwarzer; Weißer; USA |
Abstract | "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 student'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." (Author's abstract, IAB-Doku). |
Erfasst von | Institut für Arbeitsmarkt- und Berufsforschung, Nürnberg |
Update | 2020/1 |