Calculus attainment and grades received in intermediate economic theory

Justin Tobias () and Mingliang Li
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Mingliang Li: Department of Economics, SUNY-Buffalo, USA, Postal: Department of Economics, SUNY-Buffalo, USA

Journal of Applied Econometrics, 2006, vol. 21, issue 6, 893-896

Abstract: We revisit the work of Butler et al. (1998) who examine the effect of mathematical preparation on grades received in intermediate economic theory courses. Using a Bayesian approach under reasonably 'diffuse' priors, we are able to replicate their two-step point estimates almost exactly. We also introduce a new model specification that accounts for the censoring and discrete nature of the outcome variable (grade received). The results from this specification echo the conclusions of the original paper-the level of calculus attained plays an important role in explaining grades received in intermediate micro theory. Copyright © 2006 John Wiley & Sons, Ltd.

Date: 2006
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Working Paper: Calculus Attainment and Grades Received in Intermediate Economic Theory (2006)
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DOI: 10.1002/jae.876

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