Reports results of a study of economics students to test the effect of time and other factors affecting retention, to develop an instrument to measure the rate of depreciation of the student's stock of economic knowledge, and to explore the implications of findings for the student's academic planning. (Author/KC)

A report on the impact of using student-to-student tutoring in freshman economics at Duke University. Positive impacts were seen to be twice as great as having had high school economics or having had high school differential calculus. (Author/AV)

Explores evidence of English student interest and achievement in their chosen A-level subjects. Focuses on economics among ten major A-level subjects. Concludes that students may be discouraged to study A-level economics by severe grading at the mid-point of A-level study. Includes references. (CMK)

Combining data sets showing high school and college performance and controlling for an array of student variables, determines the effect of exposure to high school economics on performance in college-level economics courses. Reports an initial, statistically significant positive influence that decays over time. Descriptive statistics included in…

Argues for integrating heterodox economic theory into mainstream economics education. Uses the example of an integrated economic program at Dickinson College (Pennsylvania) to illustrate benefits. Describes components and methodology of the program. Sees positive outcomes for students, faculty, and the discipline. Includes course description,…

Examines the role of economics in a business school curriculum from the perspective of student outcomes. Focuses upon an empirical analysis of the relationship between student understanding of basic economic principles and their success in an accredited business curriculum. (Author/JOW)

Maintains that research in economic education has concentrated on projects for which a quantifiable result is likely. Affirms that course grades and achievement are criteria that are too narrow to measure student performance accurately in economics courses on the college level. Suggests that economists use broader criteria in research and in…

This paper contains survey information relating to the relative performance of economics pupils at"A" level, their feelings about the subject, and the type of teaching to which they are exposed. The primary concern is to stimulate debate about the issues raised. Journal is available from: Economics Association, Room 340, Hamilton House, Mabledon…

Argues that economics education should be an essential part of the elementary curriculum for "at-risk" students. Lists major concepts which should be included in the curriculum. (JDH)

Maintains that economics educators must provide more training to K-6 teachers, and that this training must model, not just talk about, effective teaching practices. Argues that good instructional practices for "at-risk" children are the same as those for others. (JDH)

An economic model in which attitudes toward economics are modified by performance in the course (as grades accumulate) and in which performance is modified by changes in attitude is presented. A test of the model supported the economics of information rationale that informational messages about performance in economics affect attitude. (Author/RM)

Research showed that freshmen, particularly first-semester freshmen, are significantly disadvantaged in the study of economics when scheduled with sophomore students. Economics educators should mix students of different collegiate levels only when it is justified by other educational considerations. (Author/RM)

Participation in an economics workshop had significant positive impact on the economics achievement of the teachers involved and on their opinions about economics as a subject. Teacher workshop participation also had a significant, though indirect, positive impact on students' economics achievement and their opinions about economics. (RM)

The use of undergraduate grade point averages and Quantitative Graduate Record Examination as predictors of economics graduate grade point averages was improved by introducing a School Quality Index," yielding multiple correlation coefficients of up to .50. (IM)

University of Georgia Student Performance was measured by the Test of Understanding in College Economics pretest-posttest procedure with Part II Forms A and B. Both lecture and TV groups were lower than the national norm with the TV groups the lowest. (Author/SE)