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Does Gender, Class Standing, And High School Economics Influence Students' Economic Learning

Author

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  • Bridges, Deborah E.
  • Casavant, Kenneth L.

Abstract

This paper investigates how gender, maturity of the student, and previous economics study in high school contribute to economic learning. Economic learning is measured using the difference between pre- and post-test scores. OLS results suggest that high school economics plays a larger role in economic learning than either gender or maturity.

Suggested Citation

  • Bridges, Deborah E. & Casavant, Kenneth L., 1999. "Does Gender, Class Standing, And High School Economics Influence Students' Economic Learning," 1999 Annual Meeting, July 11-14, 1999, Fargo, ND 35699, Western Agricultural Economics Association.
  • Handle: RePEc:ags:waeafa:35699
    as

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    File URL: http://purl.umn.edu/35699
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    References listed on IDEAS

    as
    1. Heath, Julia A, 1989. "An Econometric Model of the Role of Gender in Economic Education," American Economic Review, American Economic Association, vol. 79(2), pages 226-230, May.
    2. Rhine, Sherrie L W, 1989. "The Effect of State Mandates on Student Performance," American Economic Review, American Economic Association, vol. 79(2), pages 231-235, May.
    3. Watts, Michael & Lynch, Gerald J, 1989. "The Principles Courses Revisited," American Economic Review, American Economic Association, vol. 79(2), pages 236-241, May.
    4. Watts, Michael, 1987. "Student Gender and School District Differences Affecting the Stock and Flow of Economic Knowledge," The Review of Economics and Statistics, MIT Press, vol. 69(3), pages 561-566, August.
    5. Siegfried, John J & Strand, Stephen H, 1977. "Sex and the Economics Student," The Review of Economics and Statistics, MIT Press, vol. 59(2), pages 247-249, May.
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