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Calculus attainment and grades received in intermediate economic theory

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  • Mingliang Li
  • Justin L. Tobias

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.

Suggested Citation

  • Mingliang Li & Justin L. Tobias, 2006. "Calculus attainment and grades received in intermediate economic theory," Journal of Applied Econometrics, John Wiley & Sons, Ltd., vol. 21(6), pages 893-896, September.
    • Handle: RePEc:wly:japmet:v:21:y:2006:i:6:p:893-896
    DOI: 10.1002/jae.876
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    References listed on IDEAS

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    1. J. S. Butler & T. Aldrich Finegan & John J. Siegfried, 1998. "Does more calculus improve student learning in intermediate micro- and macroeconomic theory?," Journal of Applied Econometrics, John Wiley & Sons, Ltd., vol. 13(2), pages 185-202.
    2. Li Mingliang & Tobias Justin L, 2006. "Bayesian Analysis of Structural Effects in an Ordered Equation System," Studies in Nonlinear Dynamics & Econometrics, De Gruyter, vol. 10(4), pages 1-24, December.
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