Given how we’re making it, this could indicate the presence of some kind of untapped demand for our school, mostly since there’s no supply:
Twelfth-graders did better on a recent national economics test than they did on similar math or reading tests, according to results released Wednesday. Forty-two percent of 12th-graders nationwide scored at the proficient level or better on the economics test, meaning they could handle challenging subject matter.
In contrast, just 23 percent of 12th-graders hit the proficient mark in math, according to results published earlier this year. In reading, 35 were proficient or better. It is assumed a student needs a strong foundation in math and reading to do well in economics, so the relatively strong economics results are likely to raise questions
As many have said in UES, like Moderate, Eric, and myself, i.e. people who have at least some Austrian blood in their veins, math in economics is overrated — and the notion that one needs a strong foundation in math or reading to do well in economics is ludicrous. Economics is, at most levels, about common sense and critical thinking. At higher levels, math is vital, but econometrics, for example, is a tool that can be wielded just as easily by one side to prove a point as another sometimes. Herein lies the demand, however:
Students who took a high-level economics course, such as one labeled Advanced Placement or honors, were more likely to score high on the national test than students who did not take a similar course, according to the governing board. But high schoolers who took a general economics course did not do any better on the economics test than students who didn’t take a class, which raises questions about the rigor of those basic-level courses. It’s also possible that students are getting some information about economics through other courses
(h/t Greg Mankiw)
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