Author(s): Kenneth Anthony, Nicole Miller
Abstract:
In the most recent National Assessment of Educational Progress (NAEP) Economics Report Card the average economics score on the NAEP for twelfth graders in the United States was at the basic level, below the goal of proficient. Only 42% of students scored at the proficient level and 3% at the advanced level (Mead & Sandene, 2007). Although economics education is important because individuals and society are more likely to make better choices when costs and benefits of those choices can be identified and compared, it is clear that U.S. students are not acquiring sufficient economic literacy through K-12 schooling. Our goal should be that all students exit school with a proficient level of economics literacy (Marri, 2011; Stigler, 1983). However, this goal should not fall solely on the shoulders of high school teachers. Often, when we think of economics education we think of a high school senior level economics course offered opposite the senior level government class, but most state social studies frameworks include economics concepts at all grade levels.
Citation:
Anthony, K. V., Smith, R. C., & Miller, N. C. (Available online: April 2014; Available in print: 2015). Preservice elementary teachers’ economic literacy: Closing gates to full implementation of the social studies curriculum. The Journal of Social Studies Research, 39, 29-37.