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Teachers’ Undergraduate Coursework in Economics in the Baccalaureate and Beyond Longitudinal Study

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Author Info
William Bosshardt () (Florida Atlantic University)
Michael Watts (Purdue University, IN)

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Abstract

The National Center for Educational Statistics’ Baccalaureate and Beyond (B and B) Longitudinal Study followed a nationally representative sample of approximately 11,000 students after their graduation in the 1992–93 academic year, with interviews conducted in 1994 and 1997. Approximately 1,700 graduates reported working as teachers at some time in their careers. Using transcript data from the B and B study, the authors report the quantity and type of economics courses that these teachers completed as undergraduates and their average grades in these courses and then compare those figures to the overall B and B population.

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Publisher Info
Article provided by Helen Dwight Reid Foundation in its journal The Journal of Economic Education.

Volume (Year): 36 (2005)
Issue (Month): 4 ()
Pages: 400-406
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Handle: RePEc:jee:journl:v:36:y:2005:i:4:p:400-406

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Related research
Keywords: Baccalaureate and Beyond; elementary and secondary teaching of economics; teacher coursework in economics;

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Find related papers by JEL classification:
A2 - General Economics and Teaching - - Economic Education and Teaching of Economics

References listed on IDEAS
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  1. Sam Allgood & William B. Walstad, 1999. "The Longitudinal Effects of Economic Education on Teachers and Their Students," Journal of Economic Education, Helen Dwight Reid Foundation, vol. 30(2), pages 99-111. [Downloadable!]
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This page was last updated on 2009-11-25.

This information is provided to you by IDEAS at the Department of Economics, College of Liberal Arts and Sciences, University of Connecticut using RePEc data on a server sponsored by the Society for Economic Dynamics.