Modeling Student Subject Choice at Secondary and Tertiary Level: A Cross-Section Study

Cross-section data on secondary level student choices provide evidence on factors influencing the decision to study economics. Such evidence makes a key contribution to the broader debates on why student numbers have been falling in economics and why women are reluctant economists. Greater mathematical aptitude and prior knowledge of the subject influence the decision to study economics, and a significant effect is attributable to relative underachievement in economics. There are also significant peer group and teacher effects. Female students are more likely to study economics when there is a critical mass of women studying the subject. There is a positive role model effect of female teachers—although this does not carry over to the decision to continue with economics at the university.     

On the Endogeneity of the Mean-Variance Efficient Frontier

The endogeneity of the efficient frontier in the mean-variance model of portfolio selection is commonly obscured in the portfolio selection literature and in widely used textbooks. The authors demonstrate this endogeneity and discuss the impact of parameter changes on the mean-variance efficient frontier and on the beta coefficients of individual assets.     

Factors Affecting the Content of High School Economics

Several years ago there was great interest in the high school economics course. Studies were being made of the effectiveness of high school economics, of the relationship between the student's high school economics background and his or her performance in the college principles course, and of the economic knowledge of precollege teachers. Strom's article may bring about a revival of interest in secondary school economic instruction. He has considered variables not previously taken into account, he has addressed the problem of defining the high school course, and—perhaps most important—he has suggested that the two-step factor analysis/regression procedure may be superior to the standard regression analysis in economic education research.     

Learning Objectives and Testing: An Analysis of Six Principles of Economics Textbooks,Using Bloom's Taxonomy

This study applies Bloom's Taxonomy of Educational Objectives to six principles of economics textboks and the accompanying instructor's manuals to determine whether the test banks provided are likely to measure the textbooks' stated objectives. The study finds significant discrepancies between the stated objectives of most textbooks and the instruments included in the instructor's manuals to measure student achievement.     

A Macroeconomic Stabilization Game: Design,Development, and Testing

The author describes a computer game involving macroeconomic stabilization policy. Students are asked to take the part of government in manipulating tax rates, expenditures, monetary policy in an attempt to influence employment and inflation in an open economy.     

The Training of Economics Teachers in England and Wales

Whitehead describes in some detail differences between British and U.S. economic education with respect to both the rigor of the precollege curriculum and the training of teachers. Perhaps his article will serve as a challege to American educators as well as provoke a definitive study of the relative effectiveness of the two educational systems.     

Gordon Tullock and Richard McKenzie. The New World of Economics.

The authors extend the literature on the efficacy of high school economics instruction in two directions. First, they assess how much economic knowledge that California students acquired in their compulsory high school course is retained on their entering college. Second, using as a control group some college students from the state of Washington, where there is no mandate for high school economics instruction, the authors evaluate the impact of California's high school economics mandate on students’ economic literacy when they enter college. The testing instrument is the Test of Economic Literacy (TEL).