A Study of High School Economic Literacy in Orange County, California
This study is an assessment of economic knowledge among students who receive formal economic instruction in their senior year of high school. Our sample was drawn from seven high schools in two large school districts in Orange County, California. Students were enrolled in the compulsory, semester-long economics course, a state requirement for high school graduation. Our key performance measure is the Test of Economic Literacy (TEL). Using a pretest–post-test design, we find that initial knowledge of economics is not strong among the students. After one semester of formal economics instruction, TEL examination scores improve by 12.3 percentage points on average.
If you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
As the access to this document is restricted, you may want to look for a different version under "Related research" (further below) or search for a different version of it.
Volume (Year): 35 (2009 Fall)
Issue (Month): 4 ()
|Contact details of provider:|| Web page: http://www.palgrave-journals.com/ |
|Order Information:|| Postal: Palgrave Macmillan Journals, Subscription Department, Houndmills, Basingstoke, Hampshire RG21 6XS, UK|
Web: http://www.palgrave-journals.com/pal/subscribe/index.html Email:
When requesting a correction, please mention this item's handle: RePEc:pal:easeco:v:35:y:2009:i:4:p:433-451. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Daniel Foley)
If references are entirely missing, you can add them using this form.