Abstract
This article looks at the evolution of the economics major in Liberal Arts schools. A sample of 145 liberal arts colleges is used to illustrate how today's curriculum compares with the recommendations given over the past half century of so. We find that most schools require a basic foundation, some breadth, and some depth in the economics curriculum. The biggest change over the last half century is in the increased requirements for quantitative classes. There has also been a substantial increase in the number of schools both requiring and offering international economics, while fewer are requiring money and banking. And finally, more schools are requiring students to participate in some type of senior experience.
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