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The Cost of Economic Literacy: How Well Does a Literacy-Targeted Principles of Economics Course Prepare Students for Intermediate Theory Courses?

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  • Donna B. Gilleskie
  • Michael K. Salemi

Abstract

In a typical economics principles course, students encounter a large number of concepts. In a literacy-targeted course, students study a “short list” of concepts that they can use for the rest of their lives. While a literacy-targeted principles course provides better education for nonmajors, it may place economic majors at a disadvantage in postprinciples courses. In this article, the authors test whether students who completed a literacy-targeted principles course earned intermediate theory grades as high as those of students who completed a traditional principles course. The authors’ findings indicate that students who complete a literacy-targeted principles course perform no worse in intermediate theory courses than students who complete a traditional principles course.

Suggested Citation

  • Donna B. Gilleskie & Michael K. Salemi, 2012. "The Cost of Economic Literacy: How Well Does a Literacy-Targeted Principles of Economics Course Prepare Students for Intermediate Theory Courses?," The Journal of Economic Education, Taylor & Francis Journals, vol. 43(2), pages 111-132, April.
  • Handle: RePEc:taf:jeduce:v:43:y:2012:i:2:p:111-132 DOI: 10.1080/00220485.2012.659639
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    References listed on IDEAS

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    1. Kaplan, T.R., 2000. "Why Banks Should Keep Secrets," Discussion Papers 0014, Exeter University, Department of Economics.
    2. Todd Kaplan, 2006. "Why banks should keep secrets," Economic Theory, Springer;Society for the Advancement of Economic Theory (SAET), vol. 27(2), pages 341-357, January.
    3. Shy Oz & Stenbacka Rune, 2008. "Rethinking the Roles of Banks: A Call for Narrow Banking," The Economists' Voice, De Gruyter, vol. 5(2), pages 1-4, June.
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