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Sources of Funding and Academic Performance in Economics Principles Courses


  • Dagney Faulk
  • Arun K. Srinivasan
  • Jon Bingham


The authors examine two factors that may affect student achievement in economics principles courses: working for pay and the primary source of funds (employer tuition reimbursement, loans, scholarships, financial aid, self-financing, parental transfers, other) used to pay for college for a sample of students in economics principles classes at a regional, nonresidential public university. After controlling for endogeneity, working for pay has no statistical effect on course performance, but the sources of education funding have differential effects on the course grade, with employer funding having a strong positive and significant influence. Students receiving employer tuition reimbursement score approximately 14 percentage points higher in the course than students funded through parental transfers.

Suggested Citation

  • Dagney Faulk & Arun K. Srinivasan & Jon Bingham, 2012. "Sources of Funding and Academic Performance in Economics Principles Courses," The Journal of Economic Education, Taylor & Francis Journals, vol. 43(2), pages 165-181, April.
  • Handle: RePEc:taf:jeduce:v:43:y:2012:i:2:p:165-181 DOI: 10.1080/00220485.2012.659645

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    References listed on IDEAS

    1. 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.
    2. 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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