The Return on Post–Compulsory School Mathematics Study

Bibliographic Data

ID9723216
AuthorsP J Dolton, Peter Dolton (0000-0001-6554-8710, University of London), Anna Vignoles (0000-0002-9268-212X, Economic Research Centre)
Year2002
Volume69
Issue273
Pages113-142
Publication date2002-02-01
Open AccessYes
TypeARTICLE
VenueEconomica (JOURNAL)
Journal identifiersISSN: 0013-0427 • E-ISSN: 1468-0335
PublisherWiley (PUBLISHER • GB)
DOI10.1111/1468-0335.00273
OpenAlexW2167465762
LanguageEN
Citations received6

What are the essential skills learned at school that are required for the labour market? The issue is particularly policy relevant in the UK, where the 16–19 secondary school curriculum (A levels) is undergoing major reform. This paper uses data from the UK to investigate the impact of different academic subjects in secondary school on pupils’ subsequent earning, particularly the impact of studying advanced mathematical curricula. We find that individuals with an advanced (A–level) mathematics qualification earn 7%–10% more than similarly educated workers without this qualification, even after controlling for the initial ability of these individuals

Compulsory education · Curriculum · Mathematics education · Medical education · Pedagogy · Education Systems and Policy · Labor market dynamics and wage inequality · Medicine · Psychology · School Choice and Performance

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