What Influence Does Mathematics Preparation and Performance Have on Performance in First Economics Classes?1

INTRODUCTION Educators have long held the belief that successful learning relies on a series of building blocks. Students often begin with an introductory course that overviews the general concepts of a subject, and additional courses sequentially cultivate the students' expertise in that discipline. As with many other disciplines, economics students sequence from principles level courses, which typically require algebra level mathematical skills, to intermediate courses that focus on advanced technical skill development, and finally to higher level courses that develop increasingly complex applications of economic theory. Critical thinking skills are also developed (hopefully) in a sequential pattern, as students learn to apply normative analyses to ever more intricate questioning. Despite this "building block" mentality, students often begin the economics principles courses with a wide degree of mathematical preparation. In the case of Bowling Green State University, students can take a principles level economics course with only a background in high school level algebra. However, students from different colleges and in different stages of their academic career will vary in their math preparation. For example, the College of Business (CBA) students must complete five to six credit hours in calculus in order to attain the Bachelor of Science in Business Administration (BSBA) degree. (2) Because calculus is not required for the principles of economics courses, sophomores typically begin such a course with algebra, while juniors and seniors are more likely to have completed a calculus class. Education majors specializing in Integrated Social Studies must take one math course that includes basic statistics and college algebra. Students from the College of Arts and Sciences and the College of Technology also have a low math requirement prior to taking an economics principles course. And, finally, students are often placed in a mathematics course in their first year at the university, so that those students with better high school preparation may begin their college mathematics courses at a higher level compared to those lacking such preparation. Because economics educators face a diversity of mathematics preparation, because of the reliance on mathematical devices such as graphs in economics, and because economics courses are typically difficult for the average student, (3) we investigate whether the level of math preparation prior to college has an impact on the final grade in introductory and principles level economic courses. Using data provided from the authors' university, this paper analyzes whether the economics course grade is related to two different mathematics placement tests taken by students before they begin college classes. Because these tests have several versions and include questions related to different math skills, it allows us to more closely examine the effect of math preparation on performance, as compared to a more generic control for math skills, such as the overall ACT mathematics score. With our data, we can examine how basic, intermediate, college algebra, and trigonometry skills brought to college are related to final grades in first level economics courses. As noted earlier, calculus is not required for any of the first level economics classes. But what mathematics usually occurs in these classes? These three courses are taught by both tenure track faculty and instructors (both full time and part time). Each instructor does something a little different, but the mathematics requirements are fairly standard. The primary tools are using and reading graphs, performing algebra and finding areas using very basic geometry rules. These are skills most students will have been exposed to in high school. How well they remember them is an issue. Further, the level of mathematics tools applied to the economics material is fairly even across instructors. One or two may use Aplia, but most simply rely on what students bring to the class. …