A Framework for Developing and Testing Financial Capability Education Programs Targeted to Elementary Schools

Concerns about consumers’ ability to manage their finances have triggered a range of proposals, including interventions aimed at elementary school students. The goal of these approaches is to improve lifelong economic decision making, but the evidence supporting their efficacy is thin. In this article, the authors discuss the trend toward elementary financial education and propose a framework for developing evidence-based programs. They emphasize the need for understanding the underlying mechanisms that facilitate the translation of student knowledge into the ability to make sound economic decisions over the life course. The framework illustrates the importance of articulating the intended mechanisms and effects of education programs. This focus on mechanisms will not only facilitate the evaluation of individual programs, but also the synthesis of evidence across interventions.     

HeadsUp! Econ: Making exam review sessions fun and effective

Abstract

In this article, the authors describe an innovative charades-based educational game, HeadsUp! Econ, and its use for effective economics instruction. Results of a self-assessment survey of students demonstrate that implementing HeadsUp! Econ as an active learning game provides students opportunities to: (1) practice identifying which concepts are important, (2) practice recalling and understanding those concepts), (3) learn a new way to approach studying rooted in effective learning evidence, (4) compare their learning progress and preparation with their peers, and (5) engage with economics in a shared, fun and positive way. The authors provide suggested best practices and sample materials for instructor use of HeadsUp! Econ, and a review of recommendations for best-practices in using educational games.     

Compensation and Employment Impact of a Full-time MBA Program

The changing Master of Business Administration (MBA) marketplace and considerable direct and indirect costs for an MBA degree mean that school administrators and other stakeholders need a better understanding of what factors may influence the rate of return to their MBA programs. We investigated the potential of using analytical frameworks to identify those variables that may predict employment probabilities and starting salaries of full-time MBA graduates, in the context of a single, private MBA program. Our results suggest that for graduates of this particular program, pre-MBA salary and work experience in accounting, banking, finance, and consulting industries predicted higher post-MBA salary levels, as did having a liberal arts major as an undergraduate. Other human capital measures, such as Graduate Management Admission Test (GMAT) scores or elite undergraduate education, were not associated with higher employment probabilities or salary levels for this program’s students, while having an undergraduate business major was associated with lower employment probability. Although our study has limited inference to determine the value of an MBA education more generally, it has potentially important implications for administrators of MBA programs, who could gain useful insights on applying empirical analysis to their own programs. Although this process can be costly and time consuming without a supportive institutional environment, it could provide useful evidence-based guidelines for practice with substantial payoffs for both the program and the students.     

Pod learning: Student groups create podcasts to achieve economics learning goals

In this article, the authors examine two ways that they use music (i.e., popular song lyrics) as an active learning technique in an undergraduate history of economic thought course. First, they use music to help students grasp the ideas of the great thinkers in economics and see their relevance today. Second, because they require students to read original texts and write thesis-driven essays, they use music to teach essential skills related to such assignments. While the article focuses on how they use music as a pedagogical device to teach the history of economic thought, the use of music to teach essential skills could be applied to any economics course in which students engage in higher-level reading and writing.     

Quasi-Experimental Evidence of Peer Effects in First-Year Economics Courses at a Chinese University

The authors of this article implement a quasi-experimental strategy to estimate peer effects in economic education by exploiting the institutional setting in a large public university in China, where roommates are randomly assigned conditional on a student's major and province of origin. They found significant impacts of peer academic quality, measured as roommates’ average scores on the national College Entrance Exam, on first-year economics students’ scores in first-year microeconomics, macroeconomics, and accounting courses. They also found nonlinearity in peer effects: Roommates’ academic ability has significant effects for academically weak students but not for academically strong students.     

Perspectives on evaluation in financial education: Landscape,issues, and studies

This review discusses the heterogeneity in the effectiveness of financial education programs that occurs because of the unique conditions for programs and methods to evaluate them. The authors define six groups served by financial education: children, youth, college students and young adults, working adults, military personnel, and low-income consumers. They then discuss research and evaluation literature for each group with a critical eye on program purpose, content, and evaluation. They also present findings affecting multiple groups on four issues: student loans, homeownership, retirement planning, and financial advising. The accumulated evidence on the effectiveness of financial education is positive, although the results are nuanced and sometimes limited. The authors argue that understanding this broad landscape in studying financial education is critical for future research and evaluation.     

One size doesn’t fit all: A project designing small-scale economic development projects

The authors describe an innovative active learning strategy for a course on the economics of developing countries—a project designing a small-scale economic development project. Student teams research issues faced by developing countries and identify a specific problem in a specific locale. Students then create a detailed, feasible plan to alleviate the problem. Student plans include five key components: justification, implementation, budget, funding and evaluation. After having implemented this project for six years, the authors believe it has the potential to enhance learning and improve analytical, creative problem-solving and research skills. Results from a spring 2017 survey, where students respond favorably to the project, are discussed.     

Reviewers for Volume 41

The authors document the types of undergraduate colleges and universities attended by those who earned a doctorate in economics from an American university from 1966 through 2003. They examine relationships between type of undergraduate institution and attrition and time-to-degree in PhD programs. The total number of new economics PhDs awarded to U.S. citizens has declined precipitously over the past 30 years. Concurrently, the number of new economics doctorates who hold undergraduate degrees from U.S. universities has fallen by half, from a high of about 800 in 1972 to about 400 in 2003. Among those who have earned undergraduate degrees from American institutions, the mix of schools attended by the doctorates has remained relatively stable, with about 55 percent of those who earn a PhD in economics each year holding their bachelor's degree from a university that offers a PhD in economics and a bit more than 10 percent holding a bachelors degree from a selective liberal arts college. Currently, 18 of the 25 American undergraduate institutions that send the largest percentage of their graduating classes on to earn a PhD in economics are liberal arts colleges. Graduates of liberal arts colleges also have shorter time-to-degree and higher verbal Graduate Record Exam (GRE) scores than other economics PhD students.     

A ‘Big Think’ Approach to Government Debt: Promoting Significant Learning in Introductory Macroeconomics

Drawing on Dee Fink's theory of significant learning, the authors present a ‘big think’ learning module to supplement fiscal policy discussions in introductory macroeconomics courses. Students are asked to consider a salient, contentious question that can be addressed in meaningful ways based on principles-level concepts and models, namely: ‘In your judgment, does the recent steep rise in the US debt-to-GDP ratio pose a serious threat to the US economy? Why or why not?’ To enhance students' willingness and ability to engage this big think question, the module provides open-ended preparatory exercises amenable to courses taught from heterodox or mainstream perspectives. Unlike standard textbook treatments which inadvertently thwart exploratory thinking and provide little support for analyzing case-specific burdens and benefits of government borrowing, the big think unit motivates students to think logically and creatively about the debt–GDP relationship in the current US context.     

National Standards for Financial Literacy: Rationale and Content

The National Standards for Financial Literacy describe the knowledge, understanding, and skills that are important for students to learn about personal finance. They are designed to guide teachers, school administrators, and other educators in developing curriculum and educational materials for teaching financial literacy. In this article, the authors explain the reasons for the development of the Standards by the Council for Economic Education and the work of economists, economic educators, and teachers to prepare them. They describe each of the six content standards and how they are supported by associated benchmarks at the fourth, eighth, and twelfth grades. The authors also discuss several valuable Standards’ features, including a focus on economic content and decision-making skills as the foundation for financial literacy.