London School of Economics Centre for the Economics of Education LSE
Centre for the Economics of Education  (CEE)

Abstract for:

Studying science: the impact of school curriculum on degree choice

Marta  De Philippis,  December 2016
Paper No' CEPCP493: | Full paper (pdf)
Save Reference as: BibTeX BibTeX File | Endote 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 Google Bookmarks | Facebook Facebook | Twitter 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.