| Abstract: | The teaching of economics at the pre-college level in Britain has been increasing rapidly, a fact that is viewed with alarm by university teachers who feel that more harm than good is done in the process. Harbury and Szreter compare the performance of students who studied economics before coming to the university with those who did not, concluding that prior study of economics does not “… appear to inhibit the success of the future undergraduate.” They discuss several factors, such as age, sex, and mathematics background, which seem to be associated with above-average marks in university economics. |
