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Bilingual education requires teaching academic content in two languages, in a native and secondary language. Bilingual teaching refers to the systematic and planned use of a foreign language (the second language) in the teaching of specialized courses (Li Gang, et al, 2017). Bilingual teaching is of great significance to cultivating students’ foreign language thinking ability, enhancing students’ awareness of international competition, and nurturing international professionals with the intercultural understanding ability (Tan DuoJiao, 2012). The report of the 19th National Congress of the Communist Party of China clearly points out that “we must give priority to education, deepen educational reform and accelerate educational modernization.” Bilingual teaching is both an important path of higher education reform and an important measure to accelerate the modernization and internationalization of higher education. In 2001, the Ministry of Education of China issued “Several Opinions on Strengthening Undergraduate Teaching in Colleges and Universities to Improve Teaching Quality”, which put forward that bilingual teaching is a crucial means to improve the teaching quality of colleges and universities in China and to promote the integration of domestic higher education and international advanced standards. The “Several Opinions on Further Deepening the Reform of Undergraduate Teaching and Comprehensively Improving Teaching Quality” issued by the Ministry of Education in 2007 also encouraged bilingual teaching to improve the professional English capability of college students. In 2010, the Ministry of Education and the Ministry of Finance approved the construction of 151 bilingual teaching model courses to promote the comprehensive implementation of bilingual teaching with the radiation effectiveness of these model courses. Based on the importance of bilingual teaching in improving the teaching quality of our universities and cultivating international talents, the proportion of bilingual teaching has become the main measure index of undergraduate teaching evaluation. Most of the teaching materials of economics courses in Chinese colleges and universities come from western developed countries. Therefore, economics courses have become the key field of bilingual teaching reform. At present, most of the economics courses, especially the macro and microeconomics courses, have started to implement bilingual teaching. The research on bilingual teaching practice is also becoming more and more abundant, mainly focused on some aspects of bilingual teaching of economics, such as teaching materials selection curriculum design, teaching mode, teaching effectivenessetc., (Haiyan et al., 2017; Shumin, 2008; Tan Duojiao, 2010; Ren, W., 2015; Ying, 2017) However, the research on the teaching effectiveness is lack sufficient theoretical support, and the sample has limitations when we take bilingual teaching practice of some course in a certain college as an example. The term “statistical analysis” refers to the use of quantitative data to investigate trends, patterns, and relationships. Scientists, governments, corporations, and other organizations use it as a valuable research tool. You may next use inferential statistics to explicitly test hypotheses and make population estimates. Based on the modified Colin Baker model and the questionnaire of macroeconomics bilingual teaching in two universities in Zhejiang, this paper explores the relevant factors affecting the effects of bilingual teaching in Economics and provides suggestions and references for improving the teaching effects in Economics by comparative analysis and statistical analysis. In education, a policy in which two languages are employed as mediums of instruction. Depending on the purpose, there are numerous models of bilingual education, the most prevalent of which are additive and subtractive models.