Instructors and researchers have used the ‘flow' of knowledge (post-test score minus pre-test score) to measure learning in the classroom for the past fifty years. Walstad and Wagner (2016) and Smith and Wagner (2018) move this practice forward by disag- gregating the flow of knowledge and...

As shown by Tversky and Kahneman (1991), framing an outcome as a loss causes individuals to expend extra effort to avoid that outcome. Since classroom performance is a function of student effort in search of a higher grade, we seek to use loss aversion to encourage student effort. This field...

We describe a method to construct an industry-by-state repeated cross-section of employment at the most dis-aggregated level publicly available, covering 1963–2012. Non-disclosed data are estimated with a procedure using the hierarchical information structure. To illustrate the usefulness of...

In 2016, Walstad and Wagner developed a procedure to split pre- and post-test responses into four learning types: positive, negative, retained, and zero learning. This disaggregation is not only useful in academic studies, it also provides valuable insight to the practitioner: an instructor...