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Div.E.Q. Standards for Introducing Economics to High School and College Students

Publishers and organizations such as the College Board, as well as individual instructors, can use these standards to guide the design of their curricula and training materials.


A high quality introduction to economics course teaches students to

  1. inquire about the world around them using economics
  2. engage in higher order thinking, not just memorizing
  3. apply economic principles in a range of applications and settings, and use quantitative tools such as graphs and equations
  4. identify the assumptions underlying models, and connect the assumptions to particular conclusions and/or observed conditions
  5. understand the role of data and empirical observation in economics and the distinction between correlation and causation
  6. demonstrate awareness of the wide range of issues that economists study and provide examples of diverse research by economists


See also Allgood and Bayer (2016)[1] and this issue of the Journal of Economic Education[2]. Raj Chetty's Using Big Data to Solve Economic and Social Problems course is just one example of a course that embodies these principles.


Educators can also