<title>Abstract</title> Australia, Canada, Germany, and the United States experienced a substantial decline in undergraduate degrees in economics from 1992 through 1996, followed immediately by a modest recovery. This cycle does not conform to overall degree trends, shifts in the gender composition of...

The second edition of the <italic>Voluntary National Content Standards in Economics</italic> was published by the Council for Economic Education in 2010. The authors examine the process for revising these precollege content standards and highlight several changes that appear in the new document. They also review...

<title>Abstract</title> An honors program fits the current passion for active, in-depth learning and “capstone experiences.” Principles that guide a successful undergraduate economics honors program include simplicity, accessibility, skill development, risk minimization, and incentives to combat...

<italic>Abstract:</italic> Multiple-choice questions are the basis of a significant portion of assessment in introductory economics courses. However, these questions, as found in course assessments, test banks, and textbooks, often fail to evaluate students' abilities to use and apply economic analysis. The...

Although shocks to the number of economics bachelor's degrees have persistent effects, the series eventuallv reverts to a stationarv mean, which has been about 2.2 percent of the bachelor's degrees in the United States from 1948 to 1993.

The 2007-10 growth spurt (18 percent over three years) in U.S. undergraduate economics degrees stalled out in 2011. Degrees awarded have been relatively constant over the past three years.

In this article, the authors summarize their 15 years of research on graduate education in economics in the United States. They examine all stages of the process, from the undergraduate origins of eventual economics PhDs to their attrition and time-to-degree outcomes. For PhD completers, the...