Suchergebnisse

This Examiner's Manual for the fourth edition of the Test of Understanding of College Economics provides the instructor with information to compare his/her students' performance with that of similar students attending colleges and universities across the nation. - P. v

The effects of courses on student achievement are studied using 2006 data from the National Assessment of Educational Progress (NAEP) in economics. A regression analysis showed expected and significant achievement differences by course, with the highest scores in advanced economics, followed by general economics. Courses in business and personal finance were not substitutes for advanced or general economics courses. A probit analysis showed that students taking economics courses relative to personal finance courses are significantly more likely to think their courses helped them understand the US economy, the international economy, and current events--but not how to manage personal finances.

This study investigates gender differences in household financial behavior using data from the 2018 National Financial Capability Study, a large and nationally representative survey about adults' financial behavior, knowledge, and attitudes. The behaviors include paying your credit card in full each month, having a 3-month emergency fund, having non-retirement investments, and having a non-employer retirement account. Results showed that single females were significantly less likely to engage in any of the financial behaviors compared to men. Additionally, females in joint households were also significantly less likely to engage in the behaviors compared to males. These results are robust when splitting the single and joint household samples by age, level of financial literacy, and using a sample from a prior year. Therefore, females may not be well-prepared for financial decision-making in single or joint households, which can have adverse consequences for managing current personal finances and building wealth for the future. JEL codes: D12, D14, I21

This study investigates three questions: (i) are there differences in teaching and research behavior between economists and other professors; (ii) do economists in the top 100 research departments allocate time differently than faculty in other disciplines at similarly ranked departments; and (iii) do professors respond to changes in incentives in allocating their time? The study uses data from the National Study of Postsecondary Faculty (NSOPF). The study specifies a regression equation controlling for institutional incentives to compare time allocation to teaching and research for economics professors and faculty members in math, physics, psychology, political science and business.