Abstract
Abstract The level of quantitative training required to pursue an undergraduate degree in economics is currently the subject of debate within the many departments of economics. Central to this issue is the effect of quantitative training in advance of economic theory courses. This article uses individual-level data to test the relationship between performance in quantitative prerequisites, specifically calculus courses, and performance in intermediate microeconomics at a liberal arts college. Results indicate that there is a strong link between performance in calculus courses and performance in intermediate microeconomics.
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