Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6841834 | International Review of Economics Education | 2018 | 25 Pages |
Abstract
Based on data from international transfer students in a dual degree undergraduate economics program in the U.S., this research asks whether English proficiency impacts academic performance measured as the overall U.S. GPA upon graduation and the grade obtained in a writing-intensive capstone course. The results indicate that English proficiency positively impacts academic performance, but at a declining rate. This non-linear relationship is sensitive to whether students placed into an English as a Second Language program are included in the sample or not and the type of achievement variable considered, thus highlighting a more nuanced result than expected.
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Authors
Doris Geide-Stevenson,