Abstract
Using detailed transcript data from multiple cohorts in Michigan, this paper studies the long-run impacts of mandatory Algebra II-taking on college outcomes. I use the fraction of Algebra II-takers in a school before the mandatory coursework policy was implemented to identify policy-induced variations in the propensity to take Algebra II. I find significant positive impacts on the probability of enrollment in both 2-year and 4-year colleges for minority and disadvantaged students and on college degree completion rates for advantaged compliers. I also show a sizable impact on the likelihood of majoring in a STEM field among students from advantaged backgrounds.
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