Economic education as public policy: the determinants of state-level mandates
This paper presents an empirical examination of the factors that influence a state's decision to mandate the teaching of economics within the K-12 curriculum. 38 states currently require some form of economics instruction within their approved curriculum. A binary choice probit model was estimated to determine the relationship between a variety of socioeconomic, political and policy environment variables in the decision to implement and maintain an economic education mandate. The results indicate that the number of university-based centers for economic education and the number of parents belonging to state parent-teacher associations positively affect the mandate choice. The incidence of poverty was found to be negatively associated with a state's requirement to include economics within the curriculum. These and other results highlight the need for additional research into the aggregate effects of required investments in economic human capital.
|Date of creation:||2003|
|Date of revision:|
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- Mixon, Franklin G, Jr & Gibson, M Troy, 2001. "The Retention of State Level Concealed Handgun Laws: Empirical Evidence from Interest Group and Legislative Models," Public Choice, Springer, vol. 107(1-2), pages 1-20, April.
- Paul Grimes & Deborah Lee, 2000. "Economic education and economic growth," Atlantic Economic Journal, Springer;International Atlantic Economic Society, vol. 28(4), pages 490-490, December.
- William B. Walstad, 2001. "Economic Education in U.S. High Schools," Journal of Economic Perspectives, American Economic Association, vol. 15(3), pages 195-210, Summer.
- Gene M. Grossman (ed.), 1996. "Economic Growth," Books, Edward Elgar Publishing, volume 0, number 553, 10.
- Franklin Mixon & M. Gibson, 2001. "The Retention of State Level Concealed Handgun Laws: Empirical Evidence from Interest Group and Legislative Models," Public Choice, Springer, vol. 107(1), pages 1-20, April.
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