DOES GENDER, CLASS STANDING, AND HIGH SCHOOL ECONOMICS INFLUENCE STUDENTS' ECONOMIC LEARNING
Bridges, Deborah E.; Casavant, Kenneth L.
1999

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Abstract

This paper investigates how gender, maturity of the student, and previous economics study in high school contribute to economic learning. Economic learning is measured using the difference between pre- and post-test scores. OLS results suggest that high school economics plays a larger role in economic learning than either gender or maturity.

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Title DOES GENDER, CLASS STANDING, AND HIGH SCHOOL ECONOMICS INFLUENCE STUDENTS' ECONOMIC LEARNING
Author(s) Bridges, Deborah E.
Casavant, Kenneth L.
Subject(s)
Issue Date 1999
Publication Type Conference Paper/ Presentation
DOI and Other Identifiers 10.22004/ag.econ.35699
Record Identifier https://ageconsearch.umn.edu/record/35699
PURL Identifier http://purl.umn.edu/35699
Language English
Total Pages 13
Series Statement Selected Paper of the 1999 Annual Meeting, July 11-14, 1999, Fargo, North Dakota
Record Appears in Western Agricultural Economics Association (WAEA) > 1999 Annual Meeting, July 11-14, 1999, Fargo, ND

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