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Economic Understanding in US High School Courses

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  • William B. Walstad
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    Abstract

    The effects of courses on student achievement are studied using 2006 data from the National Assessment of Educational Progress (NAEP) in economics. A regression analysis showed expected and significant achievement differences by course, with the highest scores in advanced economics, followed by general economics. Courses in business and personal finance were not substitutes for advanced or general economics courses. A probit analysis showed that students taking economics courses relative to personal finance courses are significantly more likely to think their courses helped them understand the US economy, the international economy, and current events--but not how to manage personal finances.

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    File URL: http://www.aeaweb.org/articles.php?doi=10.1257/aer.103.3.659
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    File URL: http://www.aeaweb.org/aer/ds/may2013/P2013_2921_ds.zip
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    Bibliographic Info

    Article provided by American Economic Association in its journal American Economic Review.

    Volume (Year): 103 (2013)
    Issue (Month): 3 (May)
    Pages: 659-63

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    Handle: RePEc:aea:aecrev:v:103:y:2013:i:3:p:659-63

    Note: DOI: 10.1257/aer.103.3.659
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    1. William B. Walstad & Ken Rebeck, 2012. "Economics Course Enrollments in U.S. High Schools," The Journal of Economic Education, Taylor & Francis Journals, vol. 43(3), pages 339-347, July.
    2. William B. Walstad & Stephen Buckles, 2008. "The National Assessment of Educational Progress in Economics: Findings for General Economics," American Economic Review, American Economic Association, vol. 98(2), pages 541-46, May.
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