Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/250909 
Erscheinungsjahr: 
2022
Verlag: 
ZBW - Leibniz Information Centre for Economics, Kiel, Hamburg
Zusammenfassung: 
A large body of literature documents that school-based financial education generally improves financial knowledge, yet little is known about the effect of instruction in the broader economic domain. This paper evaluates the effect of a curriculum reform introducing mandatory economic education on economic competence and knowledge in German lower-track schools, in which students have lower socio-economic status and end up having lower incomes when entering the workforce. While we find small but positive effects on basic economic knowledge and interest in economic matters, we observe no effects on competences, i.e., factual and procedural knowledge in the economic domain. Quantile regressions reveal that the effect on students' knowledge is widely consistent across the entire distribution. With regard to socio-demographic characteristics, we observe strong gender differences already before adulthood.
Schlagwörter: 
Economic education
economic knowledge
gender gap
JEL: 
A21
I21
Dokumentart: 
Working Paper

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