Local Labor Markets, School Course-Offerings, and Stratification in Student Course-Taking and College-Going

The idea that the primary purpose of schools is to supply workers that meet the needs of the national economy has been advocated for over a century, with more recent concerns about the global economic position of the U.S. leading to curricular upgrading in schools across the country. Yet, to what extent do schools offer and students take courses that align with the educational and skills requirements of the local economy? This study investigates the relationship between the occupational structure of the local labor market, school course offerings, and student course-taking and college-going. Results indicate that schools serving communities with higher concentrations of low-wage service and blue-collar jobs devote a larger share of their curricula to vocational courses related to local jobs and a smaller share to AP/IB courses, net of other factors. Students in these communities take more vocational courses and are less likely to take college-preparatory math and AP/IB courses, partly due to course offerings at their schools. Students in communities with higher concentrations of low-wage service/blue-collar workers are also less likely to attend a four-year college, partially as a result of the less academically rigorous school curricula and course-taking in these areas. Results indicate that the greatest disparities in advanced academic course-taking and four-year college enrollment across local economic contexts occur among high-achieving students. The theoretical and policy implications of the tight linkages observed among local labor markets, school course offerings, and students’ educational outcomes are discussed.