In June 2014, I wrote an article for Inside Higher Ed titled “Reform Intro Economics,” arguing that introductory economics courses had remained largely unchanged for decades. I noted that the students of 2014 found the unrevised courses somewhat unsatisfactory:
Today’s students are … not accustomed to sitting through 50-minute lectures, taking detailed notes of material and techniques, the value of which has yet to be demonstrated to them. Thus, it is little wonder that more students do not elect [to take] introductory economics or, following the course, do not take more economics.
I believe this student dissatisfaction persists today, perhaps even at a higher level. Post-pandemic, I have observed a notable decline in both general student interest and performance in introductory economics. Although we still have dedicated economics majors who enjoy the subject, the typical student, often taking the course to fulfill a requirement or gauge an interest in economics, does not perform as well as their peers from the year 2000.
Declining Interest and Performance
My observations are based on two main pieces of evidence. Firstly, as I discussed in a recent article for the Martin Center, there seems to be a growing divergence between Advanced Placement (AP) economics courses and those offered to first-year college students. While AP courses have adapted to changing and challenging economic conditions, particularly in macroeconomics, college-level courses have remained stagnant.
Secondly, the performance in my own introductory economics course has been faltering. This past spring, with 31 students enrolled, the average GPA was 2.4, essentially a flat “C.” My 14-week, one-semester class covers both introductory microeconomics and macroeconomics. Of the 31 students, only 12 showed strong interest in economic theory and performed well, while nine students received grades of “D” or “F.” This performance was the worst I have seen in 50 years of teaching introductory economics, dating back to my first offering in 1972.
Measuring Performance
Performance was assessed through traditional testing, including a comprehensive final exam with 15 multiple-choice questions covering a range of introductory economics topics and six short-essay questions requiring precise analysis and graphing. The average score on the final exam this past spring was just below 50 percent.
Despite the admissions office touting the strength of current students, overall grades have increased dramatically, with nearly 70 percent of Davidson’s Class of 2022 graduating with some form of Latin honors, compared to about a third of the class 15 years ago. This grade inflation contrasts with concerns about performance in more challenging, technique-driven courses.
Factors Contributing to Poor Performance
I have identified five factors contributing to the poor performance in introductory economics:
- Sporadic Attendance: Many students did not consistently attend class. They have been advised not to attend if they are unwell, and many take this advice literally. For instance, on the day I introduced aggregate demand and supply, nearly one-third of the students were absent despite my warning about the lecture’s importance. This resulted in a permanent deficiency in their understanding of this critical topic. Students must learn to fulfill their responsibilities, including attending class unless they pose a significant health risk to others. Our study at Davidson College showed that in-class transmission of COVID-19 was very low, yet attendance remained poor.
- Inconsistent Work Outside Class: The highest-achieving student, an international student for whom English was not the first language, regularly requested specific topics and textbook pages to prepare for class. He admitted that his peers rarely read or studied outside of class. Missing class and not working outside of it became a fatal combination for nearly a third of the students.
- Lack of Basic Mathematics Proficiency: Many students struggle with basic mathematics, such as setting up and solving simple equations needed for elasticity calculations. This issue is relatively universal among U.S. professors today. Despite using fewer calculations than I did 20 years ago, basic math skills are still essential for understanding elasticity and macroeconomic multipliers.
- Reluctance to Seek Help: Students seemed hesitant to seek help from me or the assigned peer tutor. This reluctance, perhaps due to intimidation or feeling lost, exacerbated their difficulties.
- Outdated Course Structure: As stated in my 2014 article, the introductory economics course has remained somewhat constant, diverging from other courses where students feel more comfortable, receive more affirmation, and earn higher grades. The large lecture component and traditional testing in my course seem outdated to students.
Recommendations for Improvement
To improve student performance and satisfaction in introductory economics, both students and faculty must make adjustments:
- Clear Guidance: Clearly explain to students, possibly with the help of an older economics major, how to succeed in the course.
- Increased Practice: Provide more opportunities for students to practice and redo problems to enhance their understanding.
- Welcoming Environment: Create a more welcoming and less intimidating environment for students seeking individual help.
- Emphasize Importance: Better explain the importance of the technical material necessary for solving economic problems.
By understanding these issues and making these adjustments, we can significantly improve the learning experience and performance of students in introductory economics courses.
