Since its establishment in the 1950s the American Economic
Association's Committee on Economic Education has sought to promote
improved instruction in economics and to facilitate this objective
by stimulating research on the teaching of economics. These efforts
are most apparent in the sessions on economic education that the
Committee organizes at the Association's annual meetings. At these
sessions economists interested in economic education have
opportunities to present new ideas on teaching and research and
also to report the findings of their research. The record of this
activity can be found in the Proceedings of the American Eco nomic
Review. The Committee on Economic Education and its members have
been actively involved in a variety of other projects. In the early
1960s it organized the National Task Force on Economic Education
that spurred the development of economics teaching at the
precollege level. This in turn led to the development of a
standardized research instrument, a high school test of economic
understanding. This was followed later in the 1960s by the
preparation of a similar test of understanding college economics.
The development of these two instruments greatly facilitated
research on the impact of economics instruction, opened the way for
application of increasingly sophisticated statistical methods in
measuring the impact of economic education, and initiated a steady
stream of research papers on a subject that previously had not been
explored."
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