Michael C Kimmitt, University of Hawaii at Manoa

Kimberly Burnett, University of Hawaii at Manoa

Abstract

We conduct a series of interviews with principals and teachers involved in Hawai`i public high school economics education. In conjunction with earlier work by Burnett and La Croix, we discover that the traditional one-semester high school economics course is not effective in imparting economic knowledge to students. We find the importance of teacher characteristics varies - in particular, a teacher's level of comfort with economic modes of analysis is more important than the teacher's formal background. By contrast, we find that teacher background in economics is an important indicator of whether or not that teacher will successfully infuse economic education into consumer education classes. In addition, we find that the stock market simulation is an effective pedagogical tool. Based on these and other findings, we present recommendations for curricula, teacher training, and further research.

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