DOES GENDER, CLASS STANDING, AND HIGH SCHOOL ECONOMICS INFLUENCE STUDENTS' ECONOMIC LEARNING

Deborah E. Bridges and Ken Casavant

No 35699, 1999 Annual Meeting, July 11-14, 1999, Fargo, ND from Western Agricultural Economics Association

Abstract: This paper investigates how gender, maturity of the student, and previous economics study in high school contribute to economic learning. Economic learning is measured using the difference between pre- and post-test scores. OLS results suggest that high school economics plays a larger role in economic learning than either gender or maturity.

Keywords: Labor and Human Capital; Teaching/Communication/Extension/Profession (search for similar items in EconPapers)
Pages: 13
Date: 1999
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Persistent link: https://EconPapers.repec.org/RePEc:ags:waeafa:35699

DOI: 10.22004/ag.econ.35699

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