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Retention of High School Economics Knowledge and the Effect of the California State Mandate


  • Andrew M. Gill
  • Chiara Gratton-Lavoie


The authors extend the literature on the efficacy of high school economics instruction in two directions. First, they assess how much economic knowledge that California students acquired in their compulsory high school course is retained on their entering college. Second, using as a control group some college students from the state of Washington, where there is no mandate for high school economics instruction, the authors evaluate the impact of California's high school economics mandate on students’ economic literacy when they enter college. The testing instrument is the Test of Economic Literacy (TEL).

Suggested Citation

  • Andrew M. Gill & Chiara Gratton-Lavoie, 2011. "Retention of High School Economics Knowledge and the Effect of the California State Mandate," The Journal of Economic Education, Taylor & Francis Journals, vol. 42(4), pages 319-337, October.
  • Handle: RePEc:taf:jeduce:v:42:y:2011:i:4:p:319-337
    DOI: 10.1080/00220485.2011.606083

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    Cited by:

    1. Dimitra Papadovasilaki & Elliott Parker & Mark Pingle, 2014. "A Study of Financial Education in the Clark County School District," Working Papers 14-001, University of Nevada, Reno, Department of Economics;University of Nevada, Reno , Department of Resource Economics.

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