A qualitative response model of student performance on a standardized test

Wetzel, James N.; O’Toole, Dennis M.; Millner, Edward L.

doi:10.1007/bf02299099

Cited by 6 publications

(2 citation statements)

References 5 publications

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“…There are two other variables, Time in Major and ACT Composite, which significantly impact student performance in upper division economics courses. The positive significance of the ACT Composite variable is consistent with past research in economic education (Ballard and Johnson, 2004;Barr and Carr, 1980;Becker, 1997;Wetzel, O'Toole, and Millner, 1991;and Yang and Raehsler 2005). The negative and significant coefficient on Time in Major, however, seems to suggest that the longer students take to complete the economics major the less likely they are to succeed in the upper level economics curriculum.…”

Section: Estimation and Resultssupporting

confidence: 86%

Success in the economics major: is it path dependent?

Asarta¹,

Butters²,

Perumal³

2014

New Developments in Economic Education

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Section: Estimation and Resultssupporting

confidence: 86%

Success in the economics major: is it path dependent?

Asarta¹,

Butters²,

Perumal³

2014

New Developments in Economic Education

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“…Although their findings were robust to alternative model specifications, the main criticism of this study is the relatively small sample employed, namely 126 undergraduate students. Language ability has also been found to improve student performance in introductory economics (Barr and Carr, 1980;Wetzel, O' Toole and Millner, 1991).…”

Section: (B) Student Quantitative and Verbal Abilitymentioning

confidence: 99%

The Effect of Student Characteristics on Achievement in Introductory Microeconomics in South Africa

Parker

2006

South African J Economics

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This paper uses OLS regression analysis to examine the effect of student characteristics on performance in Introductory Microeconomics at five South African universities. No consistent race-effects were found, but Indian students performed significantly worse than Whites at historically-White universities. Male students outperformed females in general. Older students did better at the historically-White institutions only. At one university, Black students who speak English as their home language outperformed those who are non-English speakers. Students who devoted more time to study outside formal classes did better in general. Greater verbal and mathematical ability had large and significant positive effects on student achievement. Copyright (c) 2006 The Author. Journal compilation (c) 2006 Economic Society of South Africa.

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How do Transfer Students Perform in Economics? Evidence from Intermediate Macroeconomics

Asarta

Fuess

Perumal

2013

The Journal of Economic Education

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For students taking intermediate-level economics, does it matter where they studied principles of economics? Does transferring college credit influence subsequent academic performance in economics? With a sample covering 1999-2008, the authors analyze in this article a group of nearly 1,000 students taking intermediate macroeconomics at a prominent state university. Despite seemingly impressivelooking grades from the principles of macroeconomics course, community college transfer students significantly underperformed their peers in the intermediate macroeconomics course, unlike transfer students from four-year institutions. Moreover, students who transferred other course work from community college (that is, other than the principles course) were relatively less likely to succeed in intermediate macroeconomics.

show abstract

A qualitative response model of student performance on a standardized test

Cited by 6 publications

References 5 publications

Success in the economics major: is it path dependent?

Success in the economics major: is it path dependent?

The Effect of Student Characteristics on Achievement in Introductory Microeconomics in South Africa

How do Transfer Students Perform in Economics? Evidence from Intermediate Macroeconomics

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