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Identifying Students at Risk Using a New Math Skills Assessment

Author

Listed:
  • George Orlov
  • Douglas McKee
  • Irene R. Foster
  • Daria Bottan
  • Stephanie R. Thomas

Abstract

Math skills are critical for success in economics courses. However, instructors often lack information about the level and extent of their students' underpreparedness in mathematics. In this paper, we describe the development of two new assessments of math skills relevant for introductory and intermediate economics courses. The assessments may be used early in the semester to evaluate students and identify those with weak math skills. With data from introductory and intermediate microeconomics courses, we employ two different methodologies, a simple threshold analysis and a more sophisticated LASSO logit approach, to illustrate how our assessments identify students at risk of underperforming.

Suggested Citation

  • George Orlov & Douglas McKee & Irene R. Foster & Daria Bottan & Stephanie R. Thomas, 2021. "Identifying Students at Risk Using a New Math Skills Assessment," AEA Papers and Proceedings, American Economic Association, vol. 111, pages 97-101, May.
    • Handle: RePEc:aea:apandp:v:111:y:2021:p:97-101
    DOI: 10.1257/pandp.20211044
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    References listed on IDEAS

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    1. Mary Ellen Benedict & John Hoag, 2002. "Who's Afraid of Their Economics Classes? Why are Students Apprehensive about Introductory Economics Courses? An Empirical Investigation," The American Economist, Sage Publications, vol. 46(2), pages 31-44, October.
    2. Girijasankar Mallik & John Lodewijks, 2010. "Student Performance in a Large First Year Economics Subject: Which Variables are Significant?," Economic Papers, The Economic Society of Australia, vol. 29(1), pages 80-86, March.
    3. Charles L. Ballard & Marianne F. Johnson, 2004. "Basic Math Skills and Performance in an Introductory Economics Class," The Journal of Economic Education, Taylor & Francis Journals, vol. 35(1), pages 3-23, January.
    4. Elizabeth J. Jensen & Ann L. Owen, 2003. "Appealing to Good Students in Introductory Economics," The Journal of Economic Education, Taylor & Francis Journals, vol. 34(4), pages 299-325, December.
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    Cited by:

    1. Bottan, Daria & McKee, Douglas & Orlov, George & McDougall, Anna, 2022. "Racial and gender achievement gaps in an economics classroom," International Review of Economics Education, Elsevier, vol. 40(C).
    2. Douglas McKee & Steven Zhu & George Orlov, 2023. "Econ-assessments.org: Automated Assessment of Economics Skills," Eastern Economic Journal, Palgrave Macmillan;Eastern Economic Association, vol. 49(1), pages 4-14, January.
    3. Halliday, Simon D. & Makler, Christopher & McKee, Douglas & Papadopoulou, Anastasia, 2024. "Improving student comprehension through interactive model visualization," International Review of Economics Education, Elsevier, vol. 47(C).
    4. McKee, Douglas & Orlov, George, 2023. "The Economic Statistics Skills Assessment (ESSA)," International Review of Economics Education, Elsevier, vol. 44(C).
    5. Ring, Malte & Oberrauch, Luis, 2024. "Measuring economic graph competence," International Review of Economics Education, Elsevier, vol. 47(C).

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    JEL classification:

    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate

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