This page includes St. Louis Fed economic education staff’s working research papers as well as published articles, chapters and other work.
• "Financial Literacy in the Community College Classroom: A Curriculum Intervention Study," Erin A. Yetter and Mary Suiter, Working Paper 2015-001, May 2015.
We added a financial literacy curriculum unit to 62 of the 93 sections of Urban Community College’s New Student Course; the other 31 sections of the course served as the control group. All students were given a pre and post-test on their knowledge of four dimensions of financial literacy. We found that student pre-test scores, academic ability, and participation in the financial literacy curriculum were statistically significant predictors of student post-test scores. On average and depending on the model used, students who received the financial literacy curriculum scored about 5 to 7 percentage points better than students who did not.
Keywords: financial literacy, financial education, community college, hierarchical linear modeling
JEL*: A22, G00
• "Resources for economic educators from the Federal Reserve Bank of St. Louis," Mary C. Suiter and Keith G. Taylor, The Journal of Economic Education, 2016, Vol. 47, No. 1, pp.71-75.
Abstract: The Federal Reserve Bank of St. Louis has a long history of providing economic and financial information to the public that continues today, although the format, deliver, and amount of information have changed over the years. Today, the St. Louis Fed provides Web-based data and information services, including FRED® and FRASER®, and publications, online courses, videos, podcasts, and much more that cover a wide array of economic topics. All these materials provide opportunities to engage students and enhance instruction in college classrooms.
For more information, see http://dx.doi.org/10.1080/00220485.2015.1106365.
• "Resources for Teaching Economic and Financial Literacy in Light of the Great Recession," Suiter, M. C., & Wolla, S. A., 2015, Social Education, 79(2), pp. 74-77.
Social Education is the official journal of National Council for the Social Studies.
• "Teacher Characteristics and Student Achievement in Economics: Evidence from the 2006 NAEP in Economics," Erin A. Yetter, Southwestern Journal of Economics, Vol. XI, No. 1 ©2015 SJE.
Abstract: This paper uses the results of the 2006 National Assessment of Student Achievement (NAEP) in economics to identify the teacher background characteristics (education, content knowledge, experience, and certification), that contribute the most toward student achievement on that test while controlling for student characteristics, and school characteristics (peer effects). Additionally, it examines a role-model effect, specifically how student performance on the NAEP in economics is affected when the teacher and student are the same race/ethnicity. I find that a teachers’ education level, years of experience, and type of experience are significant predicators of student achievement on the test. I also find a significant role-model effect from black students—these students scored 12.43 points higher on the test when they had a black economics teachers.
For more information, see swje.wordpress.com/current-issue-october-2015/.
• "Why Do We Call it The 'Great' Depression?" Teaching the C3 Framework: A Guide to Inquiry-Based Instruction in the Social Studies, National Council for the Social Studies, 2014.
For more information, see www.socialstudies.org/publications.
If you have difficulty accessing this content due to a disability, please contact us at 314-444-4662 or email firstname.lastname@example.org.