Integrating Economic Education into 6th Grade Curriculum: The Impact of Perceived Ability
Charles Scott Benson Jr., Tesa Stegner

Abstract
Understanding the importance of economics for a successful adult life, the National Council on Economic Education (NCEE) has increasingly provided curricula for the pre-college educational system. However, given the emphasis on “reading, writing and arithmetic” and increasing scientific literacy, there is little time left in elementary school for stand-alone economic courses. As a result, the primary method used to incorporate economics is to “infuse” the material into math and social studies courses. This study examines the effectiveness of this method for different ability-grouped students. Using a sample of questions, including a subset of the Basic Economics Test (BET), the change in economic understanding resulting from three economic lessons incorporated into sixth grade social studies classes is assessed. This study finds that infusing economic content into this curriculum with active learning type exercises enhances the learning that occurs, as all students showed an ability to retain material learned in the lessons.

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