Testing Math Competency in Introductory Economics

Molly Espey

Review of Agricultural Economics, 1997, vol. 19, issue 2, 484-491

Abstract: In this paper, I examine how a math-competency requirement affects student performance in an introductory economics course. Students were given a basic math-competency quiz at the beginning of the semester. Those who did not pass could receive remedial-math tutoring and retake the competency quiz. The results of this study indicate that students who passed the math-competency quiz, regardless of the number of attempts, performed significantly better in the class than students who did not attain basic math skills.

Date: 1997
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