Publication: Journal of Economic Education
Volume: Volume 25, No. 2
Issue: Spring 1994
Pages: pp. 99-119
Author(s): Gordon Anderson (University of Toronto), Dwayne Benjamin (University of Toronto), and Melvyn A. Fuss (University of Toronto)
Address (Principal Author):Dwayne Benjamin, Department of Economics, University of Toronto, 150 St. George Street, Toronto, ON M5S 1A1, Canada (416) 978-6130
Internet Address (Principal Author):
Title: The Determinants of Success in University Introductory Economics Courses
Abstract: We analyze the factors that determine a student's success in introductory university economics courses, using a large sample of students from the University of Toronto. We are able to estimate the effects of a student's preparation and achievement level in the senior year of high school on success in introductory economics. The most important characteristics are a high overall grade average and a background in calculus. We corroborate earlier findings that males have a higher achievement level than females, ceteris paribus. This gender effect observed for economics is shown not to be present with respect to introductory business and mathematics courses. We are also able to analyze the determinants of a student's decision to drop the economics course before the final exam, a decision taken by 30 to 40 percent of initially enrolled students. We provide logit model estimates of the dropping decision. A greater overall high school achievement level and backgrounds in calculus and economics are particularly important in reducing the probability of dropping. There are some interesting differences in the factors that affect the decision to drop the course in the first semester as opposed to the second semester.