Basic Math Skills and Performance In An Introductory Economics….Image.Marked.pdf

Basic Math Skills and Performance In An Introductory Economics Class Charles L. Ballard* Marianne F. Johnson* March 18, 2003 * Ballard: Professor, Department of Economics, Michigan State University, ballard@msu.edu. Johnson: Assistant Professor, Department of Economics, University of Wisconsin Oshkosh. We are grateful for helpful comments from Scott Adams, William Becker, Jane Lopus, Peter Kennedy, Yuri Soares, Jeffrey Wooldridge, three anonymous referees, and participants in the NCEE/NAEE Session at the ASSA Meetings in New Orleans, January 2001. We also thank Kelly Funk and Barbara Steidle for help in obtaining data for our research, and Omar Ahmad for research assistance. ABSTRACT We measure math skills with a broader set of explanatory variables than has been used in previous studies. To identify what math skills are important for student success in introductory microeconomics, we examine (1) the student’s score on the mathematics portion of the ACT, (2) whether the student has taken calculus, (3) whether the student has been required to take remedial mathematics, and (4) the student’s score on a test of very basic mathematical concepts. All four measures of math skill have significant effects in explaining performance in an introductory microeconomics course. We find similar results, regardless of whether we use self-reported information from students, or official administrative records from the university. The results suggest that improvements in student performance may depend on improved mastery of basic algebra. Keywords: mathematical skills, microeconomics, student performance JEL codes: A12, A22 1 Basic Math Skills and Performan