Peer reviewed
ERIC Number: EJ420644
Record Type: Journal
Publication Date: 1990
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0022-0485
EISSN: N/A
Do Additional Expenditures Increase Achievement in the High School Economics Class?
Lopus, Jane S.
Journal of Economic Education, v21 n3 p277-86 Sum 1990
Using a production-functions approach, analyzes data from the National Assessment of Economic Education to investigate whether spending more on high school economics courses improves student performance measured by the Test of Economic Literacy (TEL). Delineates procedure. Results show direct allocation of resources produces improved student achievement. (CH)
Descriptors: Academic Achievement, Economics Education, Educational Resources, Expenditure per Student, Financial Policy, High Schools, National Competency Tests, Performance Factors, Regression (Statistics), Resource Allocation, School District Spending, Secondary Education, Social Studies, Statistical Analysis
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Teachers; Administrators; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Test of Economic Literacy
Grant or Contract Numbers: N/A