|This centre is a member of The LSE Research Laboratory [RLAB]: CASE | CEE | CEP | FMG | SERC | STICERD||Cookies?|
Paper No' CEPCP493: | Full paper
Save Reference as: BibTeX File | EndNote Import File
Keywords: university education; high school curriculum; stem
JEL Classification: J16; J24; I28; I21
Is hard copy/paper copy available? YES - Paper Copy Still In Print.
This Paper is published under the following series: CentrePiece Magazine
Share this page: Google Bookmarks | Facebook | Twitter
Abstract:An educational reform in England in 2004 that entitled higher ability school students to take the so-called ‘triple science’course contributed a third of the increased share of STEM graduates in England 2005-10. That is the central finding of research by Marta De Philippis, which explores whether greater exposure to science at secondary school can encourage more young people to study for degrees in STEM subjects. She finds that taking more science courses at school does indeed encourage students to enrol in STEM degrees. But the effect of stronger school science preparation on STEM degrees is concentrated among boys.
CentrePiece 21 (3) Winter2016 pages: 26-28
This article summarises ‘STEM Graduates and Secondary School Curriculum: Does More Exposure to Science Matter?’ by Marta De Philippis, CEP Discussion Paper No. 1443, August 2016.
Copyright © CEE & LSE 2003 - 2017 | LSE, Houghton Street, London WC2A 2AE | Tel: +44(0)20 7955 7673 | Email: firstname.lastname@example.org | Site updated 20 October 2017