A Survey of Economic Understanding in U.S. High Schools

Roger B. Butters and Carlos Asarta

The Journal of Economic Education, 2011, vol. 42, issue 2, 200-205

Abstract: The recent widespread adoption of online competitions in economic education provides a unique opportunity to make frequent assessments of economic literacy in U.S. classrooms. In this survey, student responses to test items from the Test of Economic Literacy (TEL) are used to create economic concept and content area achievement benchmarks. These benchmarks provide an interim renorming of the TEL and allow the authors to gauge the status of economic understanding among high school students. The data also allow the authors to compare learning outcomes between regular and advanced economics classes. Finally, the authors find that students in advanced economics classes significantly outperform students in regular classes.

Date: 2011
References: View complete reference list from CitEc
Citations: View citations in EconPapers (6)

Downloads: (external link)
http://hdl.handle.net/10.1080/00220485.2011.555723 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:jeduce:v:42:y:2011:i:2:p:200-205

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/VECE20

DOI: 10.1080/00220485.2011.555723

Access Statistics for this article

The Journal of Economic Education is currently edited by William Walstad

More articles in The Journal of Economic Education from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().