Economic Education in U.S. High Schools
AbstractThe teaching of economics at the high school level is vital for increasing basic economic literacy. This assessment of high school economics in the United States covers seven topics: enrollments in courses; course content; the testing of students; achievement in economics courses; economics instruction in related courses; teacher preparation for economics instruction; and the contributions from organizations and economists. Significant improvements are found in the teaching, content, and testing of high school economics over the past two decades, but more work is needed because a formal course in economics is taken by less than half of high school graduates.
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Bibliographic InfoArticle provided by American Economic Association in its journal Journal of Economic Perspectives.
Volume (Year): 15 (2001)
Issue (Month): 3 (Summer)
Find related papers by JEL classification:
- A21 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Pre-college
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- Grimes, Paul W. & Millea, Meghan J. & Thomas, M. Kathleen, 2008. "District level mandates and high school students' understanding of economics," MPRA Paper 39883, University Library of Munich, Germany.
- Michael C. Kimmitt & Kimberly M. Burnett, 2006. "Determinants of Success in High School Economics: Lessons from the Field," Working Papers 200609, University of Hawaii at Manoa, Department of Economics.
- Kimberly Burnett & Sumner La Croix, 2009. "Economic Education’s Roller Coaster Ride In Hawaii, 1956-2006," Working Papers 200901, University of Hawaii at Manoa, Department of Economics.
- Walstad, William B. & Rebeck, Ken, 2002. "Assessing the economic knowledge and economic opinions of adults," The Quarterly Review of Economics and Finance, Elsevier, vol. 42(5), pages 921-935.
- Grimes, Paul W. & Millea, Meghan J., 2003. "Economic education as public policy: the determinants of state-level mandates," MPRA Paper 39884, University Library of Munich, Germany.
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