Assessing the Economic Understanding of U.S. High School Students

Economics instruction in US high schools is delivered in two ways: 1. a required course, or 2. an elective course. This study investigates what high school students know about basic economics given the different types of economics instruction. The primary focus is on the achievement of students who...

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Bibliographic Details
Published in:The American economic review 2001-05, Vol.91 (2), p.452-457
Main Authors: Walstad, William B., Rebeck, Ken
Format: Article
Language:English
Subjects:
Academic achievement
American history
College students
Conceptualization
Core curriculum
Economics
Economics education
Education
High school students
High schools
International economics
Learning
Literacy
Macroeconomics
Microeconomics
New Research in Economic Education
Secondary school students
Secondary schools
Social studies
Students
Studies
Supply and demand
Teaching
U.S.A
Unemployment
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Summary:Economics instruction in US high schools is delivered in two ways: 1. a required course, or 2. an elective course. This study investigates what high school students know about basic economics given the different types of economics instruction. The primary focus is on the achievement of students who complete a basic course in high school economics. The achievement of students who have not taken a formal course in economics will be investigated to identify what they know about economics. More economics instruction in high school should reduce background differences in college, increase the starting level of knowledge, and allow students to learn more from an undergraduate course in Principles of Economics.
ISSN:0002-8282
1944-7981
DOI:10.1257/aer.91.2.452