Economic Understanding in US High School Courses

The effects of courses on student achievement are studied using 2006 data from the National Assessment of Educational Progress (NAEP) in economics. A regression analysis showed expected and significant achievement differences by course, with the highest scores in advanced economics, followed by gene...

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Bibliographic Details
Published in:The American economic review 2013-05, Vol.103 (3), p.659-663
Main Author: Walstad, William B.
Format: Article
Language:English
Subjects:
Academic achievement
Advanced students
Curricula
Economic surveys
Economics
Economics courses
Economics education
Education
Financial economics
High school students
High schools
Market economies
Personal finance
Regression analysis
Secondary school students
Secondary schools
Socioeconomic factors
Socioeconomic status
Socioeconomics
Students
Test scores
TOPICS IN ECONOMIC EDUCATION
U.S.A
Variables
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Summary:The effects of courses on student achievement are studied using 2006 data from the National Assessment of Educational Progress (NAEP) in economics. A regression analysis showed expected and significant achievement differences by course, with the highest scores in advanced economics, followed by general economics. Courses in business and personal finance were not substitutes for advanced or general economics courses. A probit analysis showed that students taking economics courses relative to personal finance courses are significantly more likely to think their courses helped them understand the US economy, the international economy, and current events--but not how to manage personal finances. [PUBLICATION ABSTRACT]
ISSN:0002-8282
1944-7981
DOI:10.1257/aer.103.3.659