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Does High School Economics Make a Difference?

Author

Listed:
  • Kim Andrews

    (University of Central Missouri)

  • James Swanson

    (University of Central Missouri)

  • Penny Kugler

    (University of Central Missouri)

Abstract

Since the 1990s, increasing amounts of resources have been devoted to teaching economics in grades K – 12. This raises the question of how these increased resources have impacted students entering college economics courses. This paper attempts to measure the impact high school economics courses have on students enrolled in college-level principles of macroeconomics courses at a Midwestern university. An OLS model is run on student performance on a pretest and posttest of economic knowledge, as well as on the percentage change in performance on the pretest and posttest. A probit model is run on students’ course grades. Results indicate that for students enrolled in this course, completing a high school economics course has no impact on any of the aforementioned variables. It is hoped that this result will be a stepping-stone in painting the current picture of economic education in grades K – 12 in the United States and that such a picture will bring with it policy discussions as to how to most effectively use resources in this area to achieve desired results with respect to economic literacy.

Suggested Citation

  • Kim Andrews & James Swanson & Penny Kugler, 2014. "Does High School Economics Make a Difference?," Journal of Economic Insight, Missouri Valley Economic Association, vol. 40(1), pages 47-63.
    • Handle: RePEc:mve:journl:v:40:y:2014:i:1:p:47-63
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    More about this item

    JEL classification:

    • A2 - General Economics and Teaching - - Economic Education and Teaching of Economics
    • A20 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - General
    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate

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