AbstractSurvey results from a large sample of economics departments describe offerings for principles courses, coursework requirements for economics majors, and program augmentations such as capstone courses, senior seminars, and honors programs. Findings are reported for all institutions, and institutions are subdivided into six different categories based on public or private control and the highest economics degree offered.

The coursework required for the economics major typically consists of ten courses, five in a required core and five electives Using data collected from students who attended one of four public universities in our study, we investigate the relationship between economics coursework and .

The most conspicuous curriculum change over the past 30 years is the rise of econometrics as a required course, now mandatory at about half of major programs. The authors estimate that about 40 percent of students who matriculate as first-year undergraduates take at least one economics course before they leave.

Do you want to Request full-textReferences (10)References (10). While some studies document the quantitative course requirements across economics depart- ments ( Siegfried and Bidani 1992;Johnson, Perry and Perkus 2012;Siegfried and Walstad 2014) 2 or the extent to which economics and business majors must pass quantitative courses (Bosshardt and Watts 2008), only Ricks (2007) directly tests the hypothesis that differential quantitative requirements impact the sex ratio of majors. Using departmental requirements for calculus and statistics she gathered for a cross-section of 195 institutions in 2002, Ricks found no evidence that quantitative requirements can predict the male/female mix of economics majors. Further, liberal arts institutions requiring a second semester of calculus enjoy an addi- tional 6 percentage point increase in female economics major graduates.

While calculus requirements appear to impact female major rates, there seems to be no effect of requiring econometrics, which is now the situation at almost half of the departments offering an under- graduate degree in economics in the United States (and over 40% in our sample; Siegfried and Walstad 2014). Finally, we control for economics departments that face aggressive competition for female students with strong quantitative skills by including the proportion of mathematics and biological and physical sciences degrees awarded by each institution to women (again lagged two years), but find no statistically significant results.