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Testing Math Competency in Introductory Economics

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  • Molly Espey

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.

Suggested Citation

  • Molly Espey, 1997. "Testing Math Competency in Introductory Economics," Review of Agricultural Economics, Agricultural and Applied Economics Association, vol. 19(2), pages 484-491.
    • Handle: RePEc:oup:revage:v:19:y:1997:i:2:p:484-491.
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    File URL: http://hdl.handle.net/10.2307/1349755
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    Cited by:

    1. Espey, Molly, 2013. "Making the Most Out of What You’re Already Doing," 2013 Annual Meeting, August 4-6, 2013, Washington, D.C. 149027, Agricultural and Applied Economics Association.
    2. Kim P. Huynh & David T. Jacho-Chávez & James K. Self, 2015. "The Distributional Efficacy of Collaborative Learning on Student Outcomes," The American Economist, Sage Publications, vol. 60(2), pages 98-119, September.

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