A study of 236 11th-grade accounting students was conducted to measure the economic literacy of students enrolled in high school business education. It was found that those students who had accounting instruction had mean scores that were higher than those students who did not have accounting instruction. (CT)

Program changes are suggested to improve the successful completion rate: the adoption of an optional Doctor of Arts degree program, a carefully planned reduction of entering class size, an expansion of total graduate enrollment and simultaneous adoption of a two-track program. (JB)

Describes a study which examined the relationship between outside employment and college student achievement in economics principles courses. Results indicated an inverse relationship between hours spent on outside employment and academic performance and a positive relationship relating to student attitudes toward their jobs and student…

Points out reasons why research on the validity of student evaluation of teacher performance is so varied and inconclusive. Examines different types of inputs and outputs in research on teacher effectiveness. Findings indicated that the student evaluations do measure short-run variable inputs of the teacher. (Author/DB)

Reports a study which examined the performance of 41 law students in an Economic Analysis of Law course. Conclusions are that prior formal study of economics appears to have no effect on performance in law school economics courses. The main determinant is performance in other law school courses. (KC)

Results of a study at the University of Western Ontario indicate that introductory economics students who had taken an economics course in high school did not begin their principles course with significantly more knowledge or learn significantly more during the semester. They received significantly lower grades than those who had not previously…

Summarizes a study that used a large database on the teaching of college economics (TUCE III) to identify and rank by cost-per-unit of student achievement various key controllable inputs into the educational process at the classroom level. Comprehensive final exams and regular homework assignments are highly effective inputs for raising student…

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)

Much of the economic education literature suggests that the principles of economics class size does not significantly affect student performance. However, study methods have varied in terms of the aggregation level (student or class), the measure of performance (TUCE or course letter grade), and the class size measure (e.g., students who completed…

Study of the relationship between performance and such characteristics as: grade point average; sex; major field; background in economics, mathematics, and statistics; and, graduate or undergraduate status. (Author/SE)

Evaluates the effectiveness of the Developmental Economic Education Project (DEEP) of the Joint Council of Economic Education and the awards program of the International Paper Company Foundation (IPCF). DEEP schools had a positive effect on students. The results of the IPCF program are less encouraging. (RM)

Describes a self-paced, computer-managed Advanced Learning System (ALS) developed at Western Illinois University for teaching economics. Results of a study comparing ALS student comprehension and information retention to student achievement in conventional economics classes is included. (AM)

Reports the results of a study that examined interaction effects between student characteristics and the simulation-game as well as the lecture-discussion methods of instruction among freshman business administration students enrolled in an introductory economics course. (AM)

Explores whether class size affects achievement in introductory college economics, using the 1988-89 Test of Understanding in College Economics database (TUCE III). Results indicate that neither class size nor certain controlled class characteristics affect student achievement. Results are markedly robust, when using SAT scores to control for…

Describes an ongoing evaluation of the Junior Achievement elementary school program that includes formative, summative, and longitudinal studies. The formative phase discovered that the curriculum was appropriate for urban and suburban children, for both genders, and for a diverse array of ethnic groups. The summative study showed the need to…