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Student Learning in the Principles of Economics Course At Predominantly Black and White Universities: Lessons from Two Schools
"... *Address all correspondence to Scott Simkins. While much has recently been written about the overall effectiveness of economic education in the U.S. (see Becker, 1997, e.g.), very little systematic research has been done on the economic education of African Americans at Historically Black Colleges a ..."
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*Address all correspondence to Scott Simkins. While much has recently been written about the overall effectiveness of economic education in the U.S. (see Becker, 1997, e.g.), very little systematic research has been done on the economic education of African Americans at Historically Black Colleges and Universities (HBCUs). This paper takes a step toward improving the understanding of economic education at HBCUs by examining the learning outcomes of students – as measured by pre- and post-testing – in a Principles of Macroeconomics course from a representative HBCU and comparing them to those of students from a comparable Traditionally White College and University (TWCU). We find that while students at the HBCU start the course with a lower level of economics knowledge, by the end of the course they perform similarly to the students at the TWCU. That is, students at the HBCU exhibit more value added to their stock of economic knowledge. We thank Terry Seaks and 1999 NEA/ASSA paper session participants for helpful comments and suggestions. We also thank Nikkita Mitchell, Will Black and Karen Blackwell for valuable assistance in organizing the data for this study. Student Learning in the Principles of Economics Course
THE SOCIAL ISSUES PEDAGOGY vs. THE TRADITIONAL PRINCIPLES OF ECONOMICS: AN EMPIRICAL EXAMINATION
"... "What is the best way to teach introductory economics?" Academic economists have debated this question for at least fifty years (American Economic Association, 1950). Invariably the discussion revolves around the traditional Principles of Economics course sequence taught to Freshman and Sophomores b ..."
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"What is the best way to teach introductory economics?" Academic economists have debated this question for at least fifty years (American Economic Association, 1950). Invariably the discussion revolves around the traditional Principles of Economics course sequence taught to Freshman and Sophomores by a majority of American colleges and universities. More than one million students enroll in the Principles of Economics every year (Siegfried, et. al., 1991) and several Principles of Economics textbooks have sold millions of copies through numerous editions published over several decades. Given their large audience and their long-term publishing success, it would seem reasonable to assume that academic economists must know what to teach and how to effectively deliver their ideas. However, even after years of professional discourse,
