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A Study of High School Economic Literacy in Orange County, California

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  • Chiara Gratton-Lavoie

    (Department of Economics, California State University, Fullerton, CA, USA.)

  • Andrew Gill

    (Department of Economics, California State University, Fullerton, CA, USA.)

Abstract

This study is an assessment of economic knowledge among students who receive formal economic instruction in their senior year of high school. Our sample was drawn from seven high schools in two large school districts in Orange County, California. Students were enrolled in the compulsory, semester-long economics course, a state requirement for high school graduation. Our key performance measure is the Test of Economic Literacy (TEL). Using a pretest–post-test design, we find that initial knowledge of economics is not strong among the students. After one semester of formal economics instruction, TEL examination scores improve by 12.3 percentage points on average.

Suggested Citation

  • Chiara Gratton-Lavoie & Andrew Gill, 2009. "A Study of High School Economic Literacy in Orange County, California," Eastern Economic Journal, Palgrave Macmillan;Eastern Economic Association, vol. 35(4), pages 433-451.
    • Handle: RePEc:pal:easeco:v:35:y:2009:i:4:p:433-451
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    Cited by:

    1. Robert G. Valletta & K. Jody Hoff & Jane S. Lopus, 2014. "Lost In Translation? Teacher Training And Outcomes In High School Economics Classes," Contemporary Economic Policy, Western Economic Association International, vol. 32(4), pages 695-709, October.
    2. Ramlee Ismail & Mohd Yahya Mohd Hussin & Fidlizan Muhammad, 2019. "Economic Literacy: Does It Matter for Policy Understanding?," Research in World Economy, Research in World Economy, Sciedu Press, vol. 10(5), pages 104-112, December.

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