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Does Gender, Class Standing, And High School Economics Influence Students' Economic Learning

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  • Bridges, Deborah E.
  • Casavant, Kenneth L.
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    Abstract

    This paper investigates how gender, maturity of the student, and previous economics study in high school contribute to economic learning. Economic learning is measured using the difference between pre- and post-test scores. OLS results suggest that high school economics plays a larger role in economic learning than either gender or maturity.

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    File URL: http://purl.umn.edu/35699
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    Bibliographic Info

    Paper provided by Western Agricultural Economics Association in its series 1999 Annual Meeting, July 11-14, 1999, Fargo, ND with number 35699.

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    Date of creation: 1999
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    Handle: RePEc:ags:waeafa:35699

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    Web page: http://waeaonline.org/
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    Related research

    Keywords: Labor and Human Capital; Teaching/Communication/Extension/Profession;

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    1. Watts, Michael, 1987. "Student Gender and School District Differences Affecting the Stock and Flow of Economic Knowledge," The Review of Economics and Statistics, MIT Press, vol. 69(3), pages 561-66, August.
    2. Watts, Michael & Lynch, Gerald J, 1989. "The Principles Courses Revisited," American Economic Review, American Economic Association, vol. 79(2), pages 236-41, May.
    3. Heath, Julia A, 1989. "An Econometric Model of the Role of Gender in Economic Education," American Economic Review, American Economic Association, vol. 79(2), pages 226-30, May.
    4. Siegfried, John J & Strand, Stephen H, 1977. "Sex and the Economics Student," The Review of Economics and Statistics, MIT Press, vol. 59(2), pages 247-49, May.
    5. Rhine, Sherrie L W, 1989. "The Effect of State Mandates on Student Performance," American Economic Review, American Economic Association, vol. 79(2), pages 231-35, May.
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