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Education Research International
Volume 2012 (2012), Article ID 126313, 10 pages
http://dx.doi.org/10.1155/2012/126313
Research Article

Technology in the Aid of Delivering Economic Content to Teachers: Virtual Economics v. 3

Center for Economic Education, Georgia College State & University, Campus Box 14, Milledgeville, GA 31061, USA

Received 20 March 2012; Revised 6 June 2012; Accepted 6 June 2012

Academic Editor: Jan Elen

Copyright © 2012 John R. Swinton and Benjamin Scafidi. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

We examine the impact on student achievement of a face-to-face teacher workshop that also provides economics instructors with access to an electronic library of instructional and reference material for their economics classroom—Virtual Economics v. 3 (VE3), offered by the Council for Economic Education. Based on evidence using student and teacher-level administrative data from the Georgia Department of Education and controlling for students’ prior achievement in mathematics, we find evidence that the VE3 workshop experience increases student achievement in high school economics. Our difference-in-differences estimates suggest that teacher participation in the VE3 workshop increases student achievement by 0.061 standard deviations on Georgia’s high stakes economics end-of-course test. Future research should seek estimating the effect of treatments in education such as the VE3 workshop using randomized controlled trials (RCT).