Association for Public Policy Analysis & Management

Using Michigan high school transcript data, this paper examines the effect of the Michigan Merit Curriculum (MMC), a statewide college preparatory curriculum which increased graduation requirements with the intent to promote college attendance for the high school graduation class of 2011. Consistent with recent trends in changes to high school curriculum, we find that cohorts in the post-policy period are taking on average approximately .3 additional years’ worth of math, and passing the majority of these additional courses. Finally, we find that nearly all of these effects are driven by schools at low-SES schools, as measured by student enrollment in free and reduced price lunch programs. In addition to taking more courses, we find students are completing higher level courses in the post-policy period.