The Effect of High School Courses on Earnings

By Heather Rose, Julia Betts. Review of Economics and Statistics, 2004

355 citations recorded by the source corpus.

Subfields: Economics and Econometrics, Education

View Paper: https://www.semanticscholar.org/paper/7f3e771a9401b45a474fde92e36fe5222b8340bf

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Citations in the corpus

Accelerating Mathematics Achievement Using Heterogeneous Grouping (2006, background): “The results of the studies just described are consistent with the findings of Kifer, Wolfe, and Schmidt (1993), who demonstrated almost no growth among students placed in lowtrack, remedial eighth-grade classrooms, and the conclusions from a study commissioned by the National Research Council that d”
Teacher support, instructional practices, student motivation, and mathematics achievement in high school (2018, background): “…Conceptual teaching; mathematics achievement; procedural teaching; teacher support High school students’ mathematical ability is crucial to their future academic success, choices of majors in college, and early career earnings (Geiser & Santelices, 2007; Rose & Betts, 2004; Wang, 2013).”
Effects of High School Course-Taking on Secondary and Postsecondary Success (2012, background): “…most have focused on the effects of high school courses on college enrollment and performance (Attewell & Domina, 2008; Long et al., 2009) and labor market outcomes (Altonji, 1995; Bishop & Mane, 2004; Goodman, 2008; Joensen & Nielsen, 2009; Levine & Zimmerman, 1995; Rose & Betts, 2004).”
The downside of good peers: How classroom composition differentially affects men's and women's STEM persistence (2017, background): “…(1990); Murnane et al. (1995); Grogger and Eide (1995); Brown and Corcoran (1997); Weinberger (1999); Weinberger (2001); Murnane et al. (2000); Rose and Betts (2004) 2Sections 2.1 and 2.2 outline why this measure of average class ability is favorable, and from where exogenous variation in the…”
Pathways to Boosting the Earnings of Low-Income Students by Increasing Their Educational Attainment. (2009, background): “There is some evidence that the number and level of high school math classes has a significant positive effect on earnings, even after controlling for student background characteristics and college major (Levine & Zimmerman, 1995; Rose & Betts, 2004).”
Selective Schools and Academic Achievement (2007, background): “attend college provided advanced academic curricula attract a labour market premium (as found by Betts and Rose (1996)).”
The Labor of Division: Returns to Compulsory High School Math Coursework (2019, background): “Similarly little evidence exists on returns to high school coursework, with early attempts to identify returns to math coursework based on identification strategies likely only partial successful at dealing with selection bias (Altonji, 1995; Levine and Zimmerman, 1995; Rose and Betts, 2004).”
The Impact of Homework on Student Achievement (2008, methodology): “Instead we include controls for the variables used in the stratification, see Rose and Betts (2004) for a similar approach.”
Math Skills and Labor-Market Outcomes: Evidence from a Resume-Based Field Experiment. (2012, background): “2 Several studies estimate math-skill effects on wages for the general population (see, for example, Altonji, 1995; Murnane, Willett, & Levy, 1995; Rose & Betts, 2004), but it is difficult to determine how the results from these studies apply to specific subgroups of workers.”
The Impact of Length of the School Year on Student Performance and Earnings: Evidence from the German Short School Years (2007, neutral): “While Altonji (1995) finds only small returns to mathematics and science courses, the results of similar studies by Levine and Zimmerman (1995) and Rose and Betts (2004) are more optimistic.”