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By investigating the exam scores of introductory economics in a businessschool in Taiwan between 2008 and 2019, we find three sets of results: First,we find no significant difference between genders in the exam scores. Second,students' majors are significantly associated with their exam scores, whichlikely reflects their academic ability measured at college admission. Third,the exam scores are strong predictors of students' future academic performance.

Introductory Economics: Gender, Majors, and Future Performance