CORE Econ

3,600+ US economists and 28 Nobel laureates back carbon taxes. The public doesn’t.
Our new Doing Economics project hands students the survey-experiment data to ask why. By David Hope, Julian Limberg, and Eileen Tipoe.
Find out more: https://books.core-econ.org/doing-economics/book/text/14-01.html

We're delighted to share the first four chapters of CORE's latest textbook, Understanding our Economy.

Who is it for? Beginner and first-year economics students, students at two-year and four-year colleges and universities in North America, and high school students with an interest in economics.

How is it different to The Economy? It assumes no prior background in economics and uses simplified mathematical concepts and models.

What does it cover? It's built around the topics students care about most: environment, climate, inequality, cost of living.

Read the first four chapters for free: https://books.core-econ.org/understanding-our-economy/

Unlike the Finnish translation, some terms are staying in English in CORE's Bahasa Indonesia translation. Anna explains, "you can translate word-for-word if you want to, but the end result is ridiculous." Read the latest about the Indonesian translation:
https://www.core-econ.org/translating-core-for-indonesia-part-two-anna-poerbonegoro-on-the-glossary-and-why-some-terms-are-staying-in-english/

"Students sometimes feel like they're the problem… when really the issue is the way the material is being presented."

Better grades, more confidence: Jorge Kawas, Academic Head of Finance and Business at Unitec Honduras, on a classroom pilot comparing CORE's The Economy to a traditional textbook.

The CORE group came out with better grades and more confidence in the material. "Honestly, I wasn't expecting the difference to be that pronounced," Jorge told us. Read the full conversation: https://www.core-econ.org/better-grades-more-confidence-jorge-kawas-on-cores-adoption-at-hondurass-largest-private-university/

Friend of CORE Suresh Naidu has co-authored a working paper titled “The Economic Geography of American Slavery”. In it, he asks what the antebellum American economy would have looked like without slavery. It’s available via the National Bureau of Economic Research. Fascinating and well worth a read:

The Economic Geography of American Slavery Founded in 1920, the NBER is a private, non-profit, non-partisan organization dedicated to conducting economic research and to disseminating research findings among academics, public policy makers, and business professionals.

A randomised study of 6,000 students at Universidad de la República found students taught with CORE were around 60% less likely to rely on private economics tutoring. Find out more about Pablo Blanchard, Elisa Failache & co's evaluation of CORE:
https://www.core-econ.org/evaluating-core-in-uruguay-pablo-blanchard-and-elisa-failache-discuss-their-randomised-study/

🇪🇸 La economía 2.0: macroeconomía is complete! Thanks to our translators Jose Izquierdo, Dulcinea Otero-Piñeiro, & editors Luz Marina Arias, Antonio Cabrales, Juan Camilo Cardenas, Humberto Llavador, and Francesc Trillas. Read it on the CORE website: https://tinyco.re/7394762

Deadline reminder: 22 May.
CORE Econ & Stone Centre at UCL Network Postdoctoral Research Fellow in Economics Education and Inequality.
Apply & find out more here 👉 https://tinyco.re/6548441

"I had a class of 800 students this year and many of them expressed deep concern that they've lost the ability to read and write on their own." Anya Pearson interviews CORE director Wendy Carlin for The Political Quarterly. The conversation covers the current state of economics education and the impact of AI. Essential reading for anyone teaching, learning, or hiring economists. Read the full interview:
https://politicalquarterly.org.uk/blog/in-the-world-of-ai-answers-are-cheap-but-whats-really-scarce-are-good-questions-interview-with-wendy-carlin/

New research from Uruguay highlights three key benefits of CORE:

1) Students assigned to a CORE economics course were less likely to pay for private tutoring outside of school hours than peers in non-CORE courses.

2) These students attended class more often and were more likely to study in groups.

3) Students taught with CORE were 18% more likely to say their course contributed to their academic and professional development.

CORE's curriculum can reduce students' reliance on paid extras, support more active engagement in class, and earn the confidence of the students themselves. Read the full paper:

Another way of teaching microeconomics: impact evaluation of the CORE project Taking advantage of the random assignment of students in Uruguay to either a conventional introductory microeconomics course or one based on the Curriculum Open-access Resources in Economics (CORE) p...