This review describes the conditions for teaching economics in the kindergarten through twelfth grade (K-12) curriculum in U.S. schools. The first section presents data on course-taking in economics in high schools and state mandates for economics instruction. It discusses the value of the infusion approach to teaching economics either in place of…

Among the activities mentioned are: the initiation of a three-year national research study on high school seniors; the revision of the Test of Economic Literacy; the development of a new scope and sequence document; and the completion of teacher and administrator training manuals for use with the audio-visual material entitled "Economics…

This study analyzed factors that contribute to economics learning and attitudes toward economics among high school students taking an economics course. Results indicate a number of teacher, student, course, and school variables that affect economics learning and attitude formation. Textbooks appear to have a significant effect. (Author/IAH)

Results from the testing of a representative sample of U.S. high school students (N=8,205) reveals a significant lack of economic literacy, with the students correctly answering only 40 percent of the items on the Test of Economic Literacy. This is especially disturbing since the questions were drawn from economic concepts and related issues as…

This paper analyzes the economic knowledge of high school students based on national data from 8,000 students who took the revised "Test of Economic Literacy," a nationally normed and standardized achievement test in economics. First, the validity and reliability features of the test are presented and then the test scores are broken down…

A study of over 3,000 U.S. high school students who took the Test of Economic Literacy (TEL) in 1986 reveals a lack of basic understanding in the four basic TEL concept clusters of fundamental economics, microeconomics, macroeconomics, and international economics. The TEL was administered pre- and posttest where students were enrolled in one of…

This paper explores problems inherent in requiring elementary and secondary school social studies teachers to teach economics and be tested with regard to their knowledge of economics without requiring any academic preparation in economic education. Information is based on test scores of 34 elementary and secondary school Texas social studies…

Analyzing Test of Economic Literacy (TEL) scores, examines how extent of teacher course work influences student achievement. Concludes student learning improves when instructors had a minimum of four economics courses. States results are most significant in teaching macroeconomics with implications for citizenship education. (CH)

Employs panel-data techniques, using data from the national norming of the Test of Economic Literacy, to measure instructor characteristics in effective teaching of high school economics. Measures the effect of prior training on economics instruction and school district characteristics. Suggests teachers as a key link in the educational process…