The purpose of this survey is to present a state of the art review of economics education programs, practices, and objectives in junior and senior high schools throughout the United States. A representative sample of 500 schools was drawn across America's urban and rural schools and approximately 500 personal and 275 written interviews were completed with economics teachers in these schools. The document includes three major sections and five appendices. In section I, the survey is introduced and the methodology is explained. Information is presented on the expert advisors who helped design the survey, sampling, questionnaire development, data analysis, and survey structure. In section II, an overview of major findings is presented. The findings discussed in this section indicated that the student constituency for economics has become larger and younger. Significant gains have been made in teaching economics since 1970; economics is approaching the status of a mainstream course of study in junior and senior high schools; teachers are devoting a larger portion of their class hours to teaching economics; teachers desire additional training both in the subject matter of economics and in how to teach economics; and a majority of teachers surveyed believe there are more teaching materials available for economics education than there were five years ago. In section III, the bulk of the document, detailed findings are presented on characteristics of economics teachers, the position of economics education in junior and senior high schools, importance of economics in the curriculum, teaching methods, content of the economics curriculum, favorite topics, teacher's assessment of teaching materials, use of materials, and needs of economics teachers. The document concludes with appendices, including a copy of the survey questionnaire and data on sampling procedures. (Author/DB)