Economic Understanding in US High School Courses
AbstractThe 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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Bibliographic InfoArticle provided by American Economic Association in its journal American Economic Review.
Volume (Year): 103 (2013)
Issue (Month): 3 (May)
Find related papers by JEL classification:
- A21 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Pre-college
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- 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.
- 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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