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The Impact of the Teaching High School Economics Workshop for Teachers on Student Achievement

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  • John R Swinton

    (Georgia College & State University, CBX 14, Milledgeville, Georgia 31061, USA.)

  • Benjamin Scafidi

    (Georgia College & State University, CBX 14, Milledgeville, Georgia 31061, USA.)

  • Howard C Woodard

    (Georgia College & State University, CBX 14, Milledgeville, Georgia 31061, USA.)

Abstract

Centers for Economic Education across the country have as their primary goal assisting k-12 teachers teach economics. Much of this assistance is done through in-service teacher workshops. While there is empirical evidence that teacher in-service workshops ultimately increase student achievement, it is useful to know which workshops have the greatest impact. In this paper, we analyze the effect of one of the most popular workshops, Teaching High School Economics. Using new data on all Georgia high school students, we find that the students of teachers who have attended this workshop achieve significantly higher scores on these tests than other students.

Suggested Citation

  • John R Swinton & Benjamin Scafidi & Howard C Woodard, 2012. "The Impact of the Teaching High School Economics Workshop for Teachers on Student Achievement," Eastern Economic Journal, Palgrave Macmillan;Eastern Economic Association, vol. 38(3), pages 401-416.
    • Handle: RePEc:pal:easeco:v:38:y:2012:i:3:p:401-416
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    Cited by:

    1. Ashley S. Harrison & Mark C. Schug & J. R. Clark, 2013. "Battling the Forces of Darkness: How Can Economic Freedom Be Effectively Taught in the Pre-College Curriculum?," Journal of Private Enterprise, The Association of Private Enterprise Education, vol. 29(Fall 2013), pages 87-100.

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