Teaching fiscal policy to undergraduates: A new paradigm for the 21st century

James F. Casey & Arthur H. Goldsmith

The Journal of Economic Education2025https://doi.org/10.1080/00220485.2025.2449897article
AJG 1ABDC B
Weight
0.37

What the paper says

Following Paul Samuelson (1948), every principles of economics textbook has a section on fiscal policy, which has evolved over time. A conventional assertion is that output and employment move together, so when fiscal policy fully stabilizes the economy, output and employment return to pre-recession levels. However, for the last four recessions, rebounds in output are accompanied by much slower employment recoveries—jobless recoveries. Economists attribute this to the skill-biased nature of technologies fostering the 4th Industrial Revolution. Conventional fiscal policy analysis presented in leading introductory economics textbooks does not address this situation adequately. This article’s authors believe it is time to update the teaching of fiscal policy to reflect this 21st-century reality. Using the introductory models, they explain how fiscal policy can foster jobless recoveries.

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https://doi.org/https://doi.org/10.1080/00220485.2025.2449897

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@article{james2025,
  title        = {{Teaching fiscal policy to undergraduates: A new paradigm for the 21st century}},
  author       = {James F. Casey & Arthur H. Goldsmith},
  journal      = {The Journal of Economic Education},
  year         = {2025},
  doi          = {https://doi.org/https://doi.org/10.1080/00220485.2025.2449897},
}

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Teaching fiscal policy to undergraduates: A new paradigm for the 21st century

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Evidence weight

0.37

Balanced mode · F 0.40 / M 0.15 / V 0.05 / R 0.40

F · citation impact0.16 × 0.4 = 0.06
M · momentum0.53 × 0.15 = 0.08
V · venue signal0.50 × 0.05 = 0.03
R · text relevance †0.50 × 0.4 = 0.20

† Text relevance is estimated at 0.50 on the detail page — for your query’s actual relevance score, open this paper from a search result.