This paper studies the dissemination of frontier knowledge through higher education. Apply- ing natural language processing (NLP) techniques to the text of 1.7M university course syllabi and 20M academic articles, we construct the “education-innovation gap,” a measure of a syl- labus’s distance from frontier knowledge. Using this measure, we document four new facts. First, courses differ greatly in their education-innovation gap, even after controlling for field, course-level, and time. Second, instructors play an important role in shaping course content. Research-active instructors teach more frontier knowledge, particularly when their research is close to the course topic. Third, access to frontier knowledge is unequal: Schools enrolling more socio-economically advantaged students offer courses with a lower gap. Lastly, students from lower-gap schools are more likely to complete a doctoral degree, produce more patents, and earn more after graduation