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Does Calculus Help in Principles of Economics Courses? Estimates Using Matching Estimators

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  • William Bosshardt
  • Neela Manage

Abstract

This paper estimates the impact of taking a calculus course on student performance in principles of economics. The analysis takes into account the role of observable student characteristics that are likely to influence the calculus choice and the outcome in the economics course. Propensity score matching provides estimates of the treatment effect of taking calculus when there is selection on observable factors. Matching estimation and OLS both suggest statistically significant and positive effects of taking calculus before principles. The estimates of the impact of taking calculus from matching techniques are, in this case, generally similar to those obtained by OLS. The matching estimation suggests that the largest benefit of calculus may be for those less likely – but not the least likely – to take it.

Suggested Citation

  • William Bosshardt & Neela Manage, 2011. "Does Calculus Help in Principles of Economics Courses? Estimates Using Matching Estimators," The American Economist, Sage Publications, vol. 56(1), pages 29-37, May.
  • Handle: RePEc:sae:amerec:v:56:y:2011:i:1:p:29-37
    DOI: 10.1177/056943451105600105
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    References listed on IDEAS

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    1. William Bosshardt, 2004. "Student Drops and Failure in Principles Courses," The Journal of Economic Education, Taylor & Francis Journals, vol. 35(2), pages 111-128, April.
    2. Kenneth G. Elzinga & Daniel O. Melaugh, 2009. "35,000 Principles of Economics Students: Some Lessons Learned," Southern Economic Journal, John Wiley & Sons, vol. 76(1), pages 32-46, July.
    3. Roberto Agodini & Mark Dynarski, 2004. "Are Experiments the Only Option? A Look at Dropout Prevention Programs," The Review of Economics and Statistics, MIT Press, vol. 86(1), pages 180-194, February.
    4. Charles Michalopoulos & Howard S. Bloom & Carolyn J. Hill, 2004. "Can Propensity-Score Methods Match the Findings from a Random Assignment Evaluation of Mandatory Welfare-to-Work Programs?," The Review of Economics and Statistics, MIT Press, vol. 86(1), pages 156-179, February.
    5. 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.
    6. Jane S. Lopus & Paul W. Grimes & William E. Becker & Rodney A. Pearson, 2007. "Human Subjects Requirements and Economic Education Researchers," The American Economist, Sage Publications, vol. 51(2), pages 49-60, October.
    7. Roberto Agodini & Mark Dynarski, "undated". "Are Experiments the Only Option? A Look at Dropout Prevention Programs," Mathematica Policy Research Reports 51241adbf9fa4a26add6d54c5, Mathematica Policy Research.
    8. James J. Heckman & Hidehiko Ichimura & Petra Todd, 1998. "Matching As An Econometric Evaluation Estimator," The Review of Economic Studies, Review of Economic Studies Ltd, vol. 65(2), pages 261-294.
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    Cited by:

    1. Sam Allgood & William B. Walstad & John J. Siegfried, 2015. "Research on Teaching Economics to Undergraduates," Journal of Economic Literature, American Economic Association, vol. 53(2), pages 285-325, June.

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