Improving Introductory Microeconomics Outcomes through Concurrent Support Courses

George Orlov and Douglas McKee

AEA Papers and Proceedings, 2026, vol. 116, 697-702

Abstract: Math skills are strong predictors of success in economics courses, yet we know little about what kind of support works best for students with weaker quantitative preparation. This study estimates treatment‑on‑the‑treated and intent‑to‑treat effects of two one-credit support courses offered alongside a large introductory microeconomics course at an R1 university. One support course emphasized early‑semester development of core math skills, while the other focused on guided economics problem‑solving. The math‑focused course substantially improved performance on standardized math and microeconomics assessments, while the problem‑solving course improved only microeconomics understanding. These results demonstrate the value of targeted, concurrent support for vulnerable students.

JEL-codes: A22 D00 I23 I26 I28 (search for similar items in EconPapers)
Date: 2026
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DOI: 10.1257/pandp.20261059

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