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Economic Education in U.S. High Schools

  • William B. Walstad
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    The 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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    Article provided by American Economic Association in its journal Journal of Economic Perspectives.

    Volume (Year): 15 (2001)
    Issue (Month): 3 (Summer)
    Pages: 195-210

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    Handle: RePEc:aea:jecper:v:15:y:2001:i:3:p:195-210
    Note: DOI: 10.1257/jep.15.3.195
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    1. Durden, Garey C & Ellis, Larry V, 1995. "The Effects of Attendance on Student Learning in Principles of Economics," American Economic Review, American Economic Association, vol. 85(2), pages 343-46, May.
    2. John J. Siegfried & Bonnie T. Meszaros, 1998. "Voluntary Economics Content Standards for America's Schools: Rationale and Development," The Journal of Economic Education, Taylor & Francis Journals, vol. 29(2), pages 139-149, June.
    3. Becker, William E & Greene, William & Rosen, Sherwin, 1990. "Research on High School Economic Education," American Economic Review, American Economic Association, vol. 80(2), pages 14-22, May.
    4. L. Wade, 1988. "Review," Public Choice, Springer, vol. 58(1), pages 99-100, July.
    5. Jane S. Lopus, 1997. "Effects of the High School Economics Curriculum on Learning in the College Principles Class," The Journal of Economic Education, Taylor & Francis Journals, vol. 28(2), pages 143-153, June.
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