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α: calibrated so average coauthorship-adjusted count equals average raw count
This paper studies the consequences of a curriculum reform of the last two years of high school in one of the German federal states on the share of male and female students who complete degrees in STEM subjects and later work in STEM occupations. The reform had two important aspects: (i) it equalized all students’ exposure to maths by making advanced maths compulsory in the last two years of high school; and (ii) increased the instruction time from three to four hours per week and increased the level of instruction in maths and the natural sciences for some 80% of students, more so for females than for males. Our results suggest that, despite its substantial nature, the reform did not change the share of men completing STEM degrees but reduced the share of women graduating from STEM programmes. Moreover, we do not find general reform effects on the share of individuals working in STEM occupations after graduation for both men and women.