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

Author

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  • Wilson, Beth
  • Rossig, Sarah

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.

Suggested Citation

  • Wilson, Beth & Rossig, Sarah, 2014. "Does Supplemental Instruction for Principles of Economics improve outcomes for traditionally underrepresented minorities?," International Review of Economics Education, Elsevier, vol. 17(C), pages 98-108.
    • Handle: RePEc:eee:ireced:v:17:y:2014:i:c:p:98-108
    DOI: 10.1016/j.iree.2014.08.005
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    More about this item

    Keywords

    Economics education; Self-selection bias; Supplemental Instruction; Underrepresented minorities;
    All these keywords.

    JEL classification:

    • A2 - General Economics and Teaching - - Economic Education and Teaching of Economics

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