Pre- and posttest scores on a national standardized test were compared for regional campus students and inmate students in economic courses. No significant performance differences were found, suggesting that inmates are developing thinking skills for effective decision making through the study of economics. (SK)

This paper considers whether student motivation might be impacted by the replacement of a straight (A, B, C, D, F) grading system with a plus/minus system (A, A?, B+ D?, F). The data that are examined are from several undergraduate economics classes at a mid-sized midwestern university in the United States. The data includes student…

The authors examine concurrent enrollment programs (CEP) as an alternative to the AP/honors economics for teaching college economics in high schools. In general, they conclude that the CEP students tend to outperform the AP/honors economics student. (Contains 2 tables and 4 notes.)

The use of stated behavioral objectives and student learning contracts, planned and prepared by student and teacher, as teaching methods are discussed and an example of a learning contract is presented. (JB)

Reports the results of a project which studied the student's preferred learning style and the instructor's teaching style in a college level economics course. Students favoring independent styles achieved significantly more than those favoring dependent styles. (RM)

Asserts that tests of student performance in economics courses on the college level do not necessarily enable educators to infer anything about what students have learned or the manner in which they have learned it. Suggests that economics instruction be tailored to the individual, allowing for different learning styles. (Author/DB)

A discussion of a unique model using video technology in an Instructor Preparation Program (IPP) at Harvard University. Student performance is used in measuring improvements in teaching skills. Videotape can be used as a tracking device from student achievement to teacher performance. (AV)

Extends the application of qualitative response analysis to economic education. Uses multinomial logit analysis to identify variables that determine academic performance in an undergraduate money and banking course. Reports results that suggest the key determinants are an adjusted cumulative grade point average and percentile rank on college…

A study considered effects of class size and other class-specific variables (missing student questionnaires and attrition) on learning of college economics. Beginning class size was significant and negatively correlated to learning economics--partly since students in larger classes were significantly more likely to withdraw before taking the…

Conducted by Brigham Young University, the study to determine to what extent changes occur in the understanding of basic concepts among Utah secondary school students enrolled in economics and general business courses revealed the students learned little or nothing. The Test of Economic Understanding was the instrument used. (Author/BP)

Five hundred and thirteen ninth grade students in San Diego, California, used the junior high economics textbook "Our Economy: How It Works" (Addison-Wesley, 1980) in a semester-long course and then were evaluated. The text uses case studies about the manufacture of familiar products, financial institutions, and government to make…

The study addressed the question, "Did students within some areas of concentration in business outperform students in other areas of concentration in lower-division economics courses?" Results indicate the answer is "yes" and that the best performance comes from students in (1) accounting, (2) finance, and (3) management information systems. (CH)

Reports the results of a study of entrance characteristics and degree performance for 341 students studying for the Bachelor of Arts degree at Kingston Polytechnic between 1977 and 1985. Results showed that age, sex, "A" level qualifications, and mathematical background were significant factors in explaining the variation in performance…

784 University of Minnesota students in an introductory economics course were tested for this generally positive evaluation. Reservations about the complex application types of questions of the Test of Understanding in College Economics are discussed. (DB)

Reports the results of a study that evaluated a New York City pilot project designed to integrate Developmental Economic Education Program (DEEP) materials into an eleventh grade American History course. The Test of Economic Literacy (TEL) was administered to students. (AM)