IDEAS home Printed from
MyIDEAS: Login to save this article or follow this journal

Enrollment and Curriculum: A Laffer Curve Analysis

  • Stephen Shmanske
Registered author(s):

    When a college or graduate school toughens its curriculum, entry requirements, or graduation requirements, generally two opposite effects on enrollment will occur. First, because the graduating students have learned more and can signal to employers that they are more able, they can command higher starting wages, and this enhances enrollment. Second, the pool of students who are both eligible to enroll and able to complete the program is diminished, having a negative effect on enrollment. The resulting curve depicting enrollment as a function of the difficulty of the curriculum has the general Laffer curve properties and can be fruitfully examined. A preoccupation with current enrollment levels can lead to pressure to ease the difficulty of the curriculum, however doing so will backfire in the long run.

    If you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.

    File URL:
    Download Restriction: Access to full text is restricted to subscribers.

    As the access to this document is restricted, you may want to look for a different version under "Related research" (further below) or search for a different version of it.

    Article provided by Taylor & Francis Journals in its journal The Journal of Economic Education.

    Volume (Year): 33 (2002)
    Issue (Month): 1 (January)
    Pages: 73-82

    in new window

    Handle: RePEc:taf:jeduce:v:33:y:2002:i:1:p:73-82
    Contact details of provider: Web page:

    Order Information: Web:

    No references listed on IDEAS
    You can help add them by filling out this form.

    This item is not listed on Wikipedia, on a reading list or among the top items on IDEAS.

    When requesting a correction, please mention this item's handle: RePEc:taf:jeduce:v:33:y:2002:i:1:p:73-82. See general information about how to correct material in RePEc.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Michael McNulty)

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If references are entirely missing, you can add them using this form.

    If the full references list an item that is present in RePEc, but the system did not link to it, you can help with this form.

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your profile, as there may be some citations waiting for confirmation.

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    This information is provided to you by IDEAS at the Research Division of the Federal Reserve Bank of St. Louis using RePEc data.