Does Supplemental Instruction for Principles of Economics improve outcomes for traditionally underrepresented minorities?

Beth Wilson and Sarah Rossig

International Review of Economics Education, 2014, vol. 17, issue C, 98-108

Abstract: Principles of Economics typically have a high non-success rate and traditionally underrepresented minorities (URMs) generally have a higher non-success rate than non-URMs. This paper describes our Supplemental Instruction (SI) course and tests the effectiveness of SI on grade improvement, while accounting for self-selection bias. We find that SI improves grades by a bit less than half a letter grade in the full sample and by a larger amount for URMs and a smaller amount for non-URMs. We also find evidence that weaker URM students and stronger non-URM students are more likely to enroll in our SI course.

Keywords: Economics education; Self-selection bias; Supplemental Instruction; Underrepresented minorities (search for similar items in EconPapers)
JEL-codes: A2 (search for similar items in EconPapers)
Date: 2014
References: Add references at CitEc
Citations:

Downloads: (external link)
http://www.sciencedirect.com/science/article/pii/S1477388014000309
Full text for ScienceDirect subscribers only

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:eee:ireced:v:17:y:2014:i:c:p:98-108

DOI: 10.1016/j.iree.2014.08.005

Access Statistics for this article

International Review of Economics Education is currently edited by Guest, Ross

More articles in International Review of Economics Education from Elsevier
Bibliographic data for series maintained by Catherine Liu ().