Social Studies Coordinators and a K-12 Program in Economic Education

Abstract

A questionnaire dealing with K-12 scope and sequence issues in economics education was mailed to all members of the Social Studies Supervisors Association and the Council of State Social Studies Specialists. Respondents provided information on when they judged students to be intellectually capable of receiving instruction on 22 different economics concept areas, and when instruction on such material should be incorporated into the current curriculum given limited classroom time for such activities, relatively low levels of teacher training in this subject area and other practical considerations. Responses from these groups were also compared to those from classroom teachers and college-level economics and education faculty members active in the national network of economics education centers and state councils. The social studies supervisors felt that economics instruction should be presented significantly later in the students' school experience than the elementary teacher and economic educator groups. Secondary teachers, however, called for somewhat later instruction on these concepts than the coordinators. Overall, the differences in recommended grade placements were small enough to suggest that a national K-12 plan in economics could be identified and implemented, allowing some latitude for different backgrounds and interests among students, educators, and local and state administrative and curriculum practices.