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• W2021338921 abstract "If Miller's interpretation of Hodgkinson's and Levin's analysis is only half correct, then we in economic education have a new problem and a serious new responsibility. What makes matters worse, much evidence exists to suggest that Miller's assessments may be optimistic. Hodgkinson shows that the number of educationally at-risk students is not only growing but their presence is changing the institution of school as well. There is reason to believe that schools are already amending curricula to fit the at-risk students' needs, but they are probably doing so without the advantage of a well-developed plan. And, in most instances, they are almost certainly doing so without any thought to the potential role that economic education might play in helping the at-risk student. To respond to these challenges, economics educators first must realize the significance of the problem and then come to grips with the issue. This will not be easy. Many in economic education have suggested that the job of educating at-risk students is so great that economic education can have little, if anything, to do with the process. Instead, they maintain that the limited class time available should be spent on the narrowly defined But what Hodgkinson's and Levin's findings imply for us is that the basics must include the fundamentals of our economic system. At-risk students live in a cultural milieu that provides few opportunities to experience even the most rudimentary features of our contemporary economic system or the most common sense rules of economics. Unless the schools effectively introduce these students to the essential features of our economy and their potential roles in it, the students most likely will miss it altogether. There is no reinforcing mechanism, either at home, in the community, or in other institutions, that teaches basic economic understanding to the at-risk student. In the long run, if the schools fail to provide economic education, then we will have done nothing to raise still another cohort of at-risk students from a subsistence level of participation in the economy. This is not to suggest that economic education, particularly at the early grade levels, can be a substitute for the basics. Basic skills are the sine qua non for the successful integration of at-risk students into the economy, but economic understanding is vital also. It helps them to identify their economic possibilities; it motivates them by giving meaning to their endeavors; and, by so doing, it reinforces the basics and the process of schooling itself. I contend that as economics educators, we cannot turn our backs on atrisk students. Instead, we must endeavor to meet their needs. We can make" @default.
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• W2021338921 date "1986-06-01" @default.
• W2021338921 modified "2023-09-25" @default.
• W2021338921 title "Response to L. Scott Miller" @default.
• W2021338921 doi "https://doi.org/10.1080/00220485.1986.10845167" @default.
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