TAILIEUCHUNG - Lost in Translation? Teacher Training and Outcomes in High School Economics Classes

So far, our analysis has focused on forecasts made in early 2010, when a number of large fiscal consolidation plans were announced. But it is worth examining whether the relation also holds for forecasts made in other years. We start by examining forecasts made in all years since the start of the crisis (2009–12), both jointly and individually. This exercise has the advantage of raising the sample size to 105 observations, up from the 26 observations in our baseline sample. Then, we consider forecasts made in more normal times—the precrisis decade (1997–2008). For this precrisis sample, our expectation is that. | FEDERAL RESERVE BANK OF SAN FRANCISCO WORKING PAPER SERIES Lost in Translation Teacher Training and Outcomes in High School Economics Classes Robert G. Valletta Federal Reserve Bank of San Francisco K. Jody Hoff Federal Reserve Bank of San Francisco Jane S. Lopus California State University East Bay August 2012 Working Paper 2012-03 http publications economics papers 2012 The views in this paper are solely the responsibility of the authors and should not be interpreted as reflecting the views of the Federal Reserve Bank of San Francisco or the Board of Governors of the Federal Reserve System. Lost in Translation Teacher Training and Outcomes in High School Economics Classes Robert G. Valletta Federal Reserve Bank of San Francisco 101 Market Street San Francisco CA 94105 415 974-3345 K. Jody Hoff Federal Reserve Bank of San Francisco 101 Market Street San Francisco CA 94105 415 974-2952 Jane S. Lopus California State University East Bay Hayward CA 94542 510 885-3140 March 2012 minor revisions August 2012 Keywords economic education teacher training JEL classification A21 I21 The authors thank Katherine Kuang for helpful research assistance. They also thank seminar participants at the January 2011 American Economic Association meetings and the June 2011 AEA National Conference on Teaching Economics for their comments and especially Ron Baker for his helpful discussion at the latter meeting. Prior versions of the paper were presented under the title Teacher and Student Characteristics as Determinants of Success in High School Economics Classes. The views expressed in this paper are solely those of the authors and are not attributable to the Federal Reserve Bank of San Francisco or the Federal Reserve System. Lost in Translation Teacher Training and Outcomes in High School Economics Classes Abstract Using data on 24 teachers and 982 students from a 2006 survey of .

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