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Measure the economic understanding of your 7th, 8th and 9th grade students. Plus, with the insight you gain from testing your students, you'll be able to easily plan and sequence your course content for optimal learning.
Book Synopsis Test of Economic Knowledge by : William B. Walstad
Download or read book Test of Economic Knowledge written by William B. Walstad and published by Council for Economic Education. This book was released on 1987-01-01 with total page 57 pages. Available in PDF, EPUB and Kindle. Book excerpt: Measure the economic understanding of your 7th, 8th and 9th grade students. Plus, with the insight you gain from testing your students, you'll be able to easily plan and sequence your course content for optimal learning.
Tests the understanding of basic economic concepts by high school students.
Book Synopsis Test of Economic Literacy by : William B. Walstad
Download or read book Test of Economic Literacy written by William B. Walstad and published by Council for Economic Education. This book was released on 2001-01-01 with total page 75 pages. Available in PDF, EPUB and Kindle. Book excerpt: Tests the understanding of basic economic concepts by high school students.
Book Synopsis Testing Economic Knowledge and Attitudes by : Lewis Evern Wagner
Download or read book Testing Economic Knowledge and Attitudes written by Lewis Evern Wagner and published by . This book was released on 1955 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt:
A rigorous, pathbreaking analysis demonstrating that a country's prosperity is directly related in the long run to the skills of its population. In this book Eric Hanushek and Ludger Woessmann make a simple, central claim, developed with rigorous theoretical and empirical support: knowledge is the key to a country's development. Of course, every country acknowledges the importance of developing human capital, but Hanushek and Woessmann argue that message has become distorted, with politicians and researchers concentrating not on valued skills but on proxies for them. The common focus is on school attainment, although time in school provides a very misleading picture of how skills enter into development. Hanushek and Woessmann contend that the cognitive skills of the population—which they term the “knowledge capital” of a nation—are essential to long-run prosperity. Hanushek and Woessmann subject their hypotheses about the relationship between cognitive skills (as consistently measured by international student assessments) and economic growth to a series of tests, including alternate specifications, different subsets of countries, and econometric analysis of causal interpretations. They find that their main results are remarkably robust, and equally applicable to developing and developed countries. They demonstrate, for example, that the “Latin American growth puzzle” and the “East Asian miracle” can be explained by these regions' knowledge capital. Turning to the policy implications of their argument, they call for an education system that develops effective accountability, promotes choice and competition, and provides direct rewards for good performance.
Book Synopsis The Knowledge Capital of Nations by : Eric A. Hanushek
Download or read book The Knowledge Capital of Nations written by Eric A. Hanushek and published by MIT Press. This book was released on 2023-08-15 with total page 275 pages. Available in PDF, EPUB and Kindle. Book excerpt: A rigorous, pathbreaking analysis demonstrating that a country's prosperity is directly related in the long run to the skills of its population. In this book Eric Hanushek and Ludger Woessmann make a simple, central claim, developed with rigorous theoretical and empirical support: knowledge is the key to a country's development. Of course, every country acknowledges the importance of developing human capital, but Hanushek and Woessmann argue that message has become distorted, with politicians and researchers concentrating not on valued skills but on proxies for them. The common focus is on school attainment, although time in school provides a very misleading picture of how skills enter into development. Hanushek and Woessmann contend that the cognitive skills of the population—which they term the “knowledge capital” of a nation—are essential to long-run prosperity. Hanushek and Woessmann subject their hypotheses about the relationship between cognitive skills (as consistently measured by international student assessments) and economic growth to a series of tests, including alternate specifications, different subsets of countries, and econometric analysis of causal interpretations. They find that their main results are remarkably robust, and equally applicable to developing and developed countries. They demonstrate, for example, that the “Latin American growth puzzle” and the “East Asian miracle” can be explained by these regions' knowledge capital. Turning to the policy implications of their argument, they call for an education system that develops effective accountability, promotes choice and competition, and provides direct rewards for good performance.
This essential guide for curriculum developers, administrators, teachers, and education and economics professors, the standards were developed to provide a framework and benchmarks for the teaching of economics to our nation's children.
Book Synopsis Voluntary National Content Standards in Economics by : National Council on Economic Education
Download or read book Voluntary National Content Standards in Economics written by National Council on Economic Education and published by Council for Economic Educat. This book was released on 1997 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: This essential guide for curriculum developers, administrators, teachers, and education and economics professors, the standards were developed to provide a framework and benchmarks for the teaching of economics to our nation's children.
This Examiner's Manual for the fourth edition of the Test of Understanding of College Economics provides the instructor with information to compare his/her students' performance with that of similar students attending colleges and universities across the nation. - P. v.
Book Synopsis Test of Understanding in College Economics by : William B. Walstad
Download or read book Test of Understanding in College Economics written by William B. Walstad and published by Council for Economic Educat. This book was released on 2007 with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt: This Examiner's Manual for the fourth edition of the Test of Understanding of College Economics provides the instructor with information to compare his/her students' performance with that of similar students attending colleges and universities across the nation. - P. v.
Elementary school assessment for grades 56, nationally normed.
Book Synopsis Basic Economics Test by : William B. Walstad
Download or read book Basic Economics Test written by William B. Walstad and published by Council for Economic Education. This book was released on 1981-01-01 with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt: Elementary school assessment for grades 56, nationally normed.
A new way to determine whether a business strategy will lead to profitability. This book teaches readers to understand profitability in a systematic way, equipping them to provide logically coherent answers to questions about whether a new venture will be profitable, if changes in business strategy will generate an increase in profits, or if “staying the course” will result in continued profitability. Unlike books by business gurus that offer one-size-fits-all advice, this book starts from the premise that you, the reader, are in the best position to make difficult judgments about your business. It shows how to turn these judgments into coherent analysis, presenting state-of-the art theory for understanding business strategy from an economic perspective. The basic building block is the value that is created when the buyer and seller make a deal. In simple terms, if a company is to be profitable, it must make a favorable deal with each and every customer. After setting out key principles and applying them to market situations, the book teaches readers to apply the analysis to their own businesses—in other words, to create their own business game, the main ingredients of which are people and the value that they can create. It addresses how to integrate strategic moves into the book's theory of value creation and competition in order to address the sustainability of a company's profits, the effectiveness of the “invisible hand,” and restrictions to competition. Optional appendixes explain the relevant mathematics.
Book Synopsis The Profitability Test by : Harborne W. Stuart, Jr.
Download or read book The Profitability Test written by Harborne W. Stuart, Jr. and published by MIT Press. This book was released on 2016-08-19 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: A new way to determine whether a business strategy will lead to profitability. This book teaches readers to understand profitability in a systematic way, equipping them to provide logically coherent answers to questions about whether a new venture will be profitable, if changes in business strategy will generate an increase in profits, or if “staying the course” will result in continued profitability. Unlike books by business gurus that offer one-size-fits-all advice, this book starts from the premise that you, the reader, are in the best position to make difficult judgments about your business. It shows how to turn these judgments into coherent analysis, presenting state-of-the art theory for understanding business strategy from an economic perspective. The basic building block is the value that is created when the buyer and seller make a deal. In simple terms, if a company is to be profitable, it must make a favorable deal with each and every customer. After setting out key principles and applying them to market situations, the book teaches readers to apply the analysis to their own businesses—in other words, to create their own business game, the main ingredients of which are people and the value that they can create. It addresses how to integrate strategic moves into the book's theory of value creation and competition in order to address the sustainability of a company's profits, the effectiveness of the “invisible hand,” and restrictions to competition. Optional appendixes explain the relevant mathematics.
The Developmental Economic Education Program (DEEP) was launched in 1964 by the Joint Council on Economic Education as an experimental program in three school districts. By 1989 there were 1,836 school districts enrolled in DEEP, covering some 39 percent of the precollege student population. This book tells the story of DEEP, an effort to improve the economics education curriculum by involving teachers, administrators, universities, and businesses in a curriculum change partnership. This current look at the DEEP experience is divided into five major parts. Part I consists of four chapters that give a rationale for economic education and explain in more detail the features of the DEEP model. Part II focuses on the research and evaluation that have been conducted over the 25-year history of DEEP and on related studies of economic understanding among students in secondary and elementary grades. The next two parts offer case studies of how DEEP works. Part III looks at DEEP operations and issues in four diverse states. Part IV shows how the DEEP process works in six different school districts. In part V the focus shifts from the present to the future; these chapters discuss the future of DEEP in the context of educational reform, requirements for new curriculum materials, needs of school districts, and leadership from the Joint Council on Economic Education. (DB)
Book Synopsis Effective Economic Education in the Schools by : William B. Walstad
Download or read book Effective Economic Education in the Schools written by William B. Walstad and published by [New York, N.Y.] : Joint Council on Economic Education ; Washington, D.C. : National Education Association. This book was released on 1991 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Developmental Economic Education Program (DEEP) was launched in 1964 by the Joint Council on Economic Education as an experimental program in three school districts. By 1989 there were 1,836 school districts enrolled in DEEP, covering some 39 percent of the precollege student population. This book tells the story of DEEP, an effort to improve the economics education curriculum by involving teachers, administrators, universities, and businesses in a curriculum change partnership. This current look at the DEEP experience is divided into five major parts. Part I consists of four chapters that give a rationale for economic education and explain in more detail the features of the DEEP model. Part II focuses on the research and evaluation that have been conducted over the 25-year history of DEEP and on related studies of economic understanding among students in secondary and elementary grades. The next two parts offer case studies of how DEEP works. Part III looks at DEEP operations and issues in four diverse states. Part IV shows how the DEEP process works in six different school districts. In part V the focus shifts from the present to the future; these chapters discuss the future of DEEP in the context of educational reform, requirements for new curriculum materials, needs of school districts, and leadership from the Joint Council on Economic Education. (DB)
Achievement tests play an important role in modern societies. They are used to evaluate schools, to assign students to tracks within schools, and to identify weaknesses in student knowledge. The GED is an achievement test used to grant the status of high school graduate to anyone who passes it. GED recipients currently account for 12 percent of all high school credentials issued each year in the United States. But do achievement tests predict success in life? The Myth of Achievement Tests shows that achievement tests like the GED fail to measure important life skills. James J. Heckman, John Eric Humphries, Tim Kautz, and a group of scholars offer an in-depth exploration of how the GED came to be used throughout the United States and why our reliance on it is dangerous. Drawing on decades of research, the authors show that, while GED recipients score as well on achievement tests as high school graduates who do not enroll in college, high school graduates vastly outperform GED recipients in terms of their earnings, employment opportunities, educational attainment, and health. The authors show that the differences in success between GED recipients and high school graduates are driven by character skills. Achievement tests like the GED do not adequately capture character skills like conscientiousness, perseverance, sociability, and curiosity. These skills are important in predicting a variety of life outcomes. They can be measured, and they can be taught. Using the GED as a case study, the authors explore what achievement tests miss and show the dangers of an educational system based on them. They call for a return to an emphasis on character in our schools, our systems of accountability, and our national dialogue. Contributors Eric Grodsky, University of Wisconsin–Madison Andrew Halpern-Manners, Indiana University Bloomington Paul A. LaFontaine, Federal Communications Commission Janice H. Laurence, Temple University Lois M. Quinn, University of Wisconsin–Milwaukee Pedro L. Rodríguez, Institute of Advanced Studies in Administration John Robert Warren, University of Minnesota, Twin Cities
Book Synopsis The Myth of Achievement Tests by : James J. Heckman
Download or read book The Myth of Achievement Tests written by James J. Heckman and published by University of Chicago Press. This book was released on 2014-01-14 with total page 469 pages. Available in PDF, EPUB and Kindle. Book excerpt: Achievement tests play an important role in modern societies. They are used to evaluate schools, to assign students to tracks within schools, and to identify weaknesses in student knowledge. The GED is an achievement test used to grant the status of high school graduate to anyone who passes it. GED recipients currently account for 12 percent of all high school credentials issued each year in the United States. But do achievement tests predict success in life? The Myth of Achievement Tests shows that achievement tests like the GED fail to measure important life skills. James J. Heckman, John Eric Humphries, Tim Kautz, and a group of scholars offer an in-depth exploration of how the GED came to be used throughout the United States and why our reliance on it is dangerous. Drawing on decades of research, the authors show that, while GED recipients score as well on achievement tests as high school graduates who do not enroll in college, high school graduates vastly outperform GED recipients in terms of their earnings, employment opportunities, educational attainment, and health. The authors show that the differences in success between GED recipients and high school graduates are driven by character skills. Achievement tests like the GED do not adequately capture character skills like conscientiousness, perseverance, sociability, and curiosity. These skills are important in predicting a variety of life outcomes. They can be measured, and they can be taught. Using the GED as a case study, the authors explore what achievement tests miss and show the dangers of an educational system based on them. They call for a return to an emphasis on character in our schools, our systems of accountability, and our national dialogue. Contributors Eric Grodsky, University of Wisconsin–Madison Andrew Halpern-Manners, Indiana University Bloomington Paul A. LaFontaine, Federal Communications Commission Janice H. Laurence, Temple University Lois M. Quinn, University of Wisconsin–Milwaukee Pedro L. Rodríguez, Institute of Advanced Studies in Administration John Robert Warren, University of Minnesota, Twin Cities
