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Does offering more science at school increase the supply of scientists?

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  • Stijn Broecke

Abstract

This paper estimates the effects of an education policy (Triple Science) in England aimed at increasing the take-up and attainment of young people in science subjects. The effect of the policy is identified by comparing two adjacent cohorts of pupils in schools that offer Triple Science to one cohort, but not to the other. The results suggest some large and significant effects on later subject choice and attainment, and these appear to be particularly strong for boys and pupils from more deprived backgrounds.

Suggested Citation

  • Stijn Broecke, 2013. "Does offering more science at school increase the supply of scientists?," Education Economics, Taylor & Francis Journals, vol. 21(4), pages 325-342, September.
    • Handle: RePEc:taf:edecon:v:21:y:2013:i:4:p:325-342
    DOI: 10.1080/09645292.2011.585044
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    Cited by:

    1. Liu, Jing & Conrad, Cameron & Blazar, David, 2024. "Computer Science for All? The Impact of High School Computer Science Courses on College Majors and Earnings," IZA Discussion Papers 16758, Institute of Labor Economics (IZA).
    2. Katja Görlitz & Christina Gravert, 2018. "The effects of a high school curriculum reform on university enrollment and the choice of college major," Education Economics, Taylor & Francis Journals, vol. 26(3), pages 321-336, May.
    3. Biewen, Martin & Schwerter, Jakob, 2019. "Does More Math in High School Increase the Share of Female STEM Workers? Evidence from a Curriculum Reform," IZA Discussion Papers 12236, Institute of Labor Economics (IZA).

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