The Econometric SocietyEdited by: Guido W. Imbens • Print ISSN: 0012-9682 • Online ISSN: 1468-0262
Econometrica: May, 2024, Volume 92, Issue 3
https://doi.org/10.3982/ECTA17876
p. 849-880
Tom Ahn, Peter Arcidiacono, Amy Hopson, James Thomas
We show that stricter grading policies in STEM courses reduce STEM enrollment, especially for women. We estimate a model of student demand for courses and optimal effort choices given professor grading policies. Grading policies are treated as equilibrium objects that in part depend on student demand for courses. Differences in demand for STEM and non‐STEM courses explain much of why STEM classes give lower grades. Restrictions on grading policies that equalize average grades across classes reduce the STEM gender gap and increase overall enrollment in STEM classes.
Thomas Ahn, Peter Arcidiacono, Amy Hopson, and James Thomas
Supplemental Appendix
Thomas Ahn, Peter Arcidiacono, Amy Hopson, and James Thomas
The replication package for this paper is available at https://doi.org/10.5281/zenodo.10685187. The authors were granted an exemption to publish their data because either access to the data is restricted or the authors do not have the right to republish them. Therefore, the replication package only includes the codes but not the data. However, the authors provided the Journal with (or assisted the Journal to obtain) temporary access to the data. The Journal checked the restricted data and the provided codes for their ability to reproduce the results in the paper and approved online appendices. Given the highly demanding nature of the algorithms, the reproducibility checks were run on a simplified version of the code, which is also available in the replication package.
