From a state perspective, and for a state in economic transition, education is the silver bullet and economic education is the crystal ball. It is important to earnestly prepare a young populace who understand and appreciate the private market economic system. They must acknowledge the critical role of entrepreneurship and small business in generating employment opportunities. It is important for them to understand their individual roles as consumers and producers of goods and services. Finally, Michigan’s future is dependent on our young peoples’ appreciation for the possibilities of the vital role Michigan can play in the ever expanding global economy. If our education system can prepare Michigan’s students for this future, Michigan will emerge an environment admired and desired for business creation and a leadership role in both a vibrant national and global economic community.
The most critical variable in Michigan education’s role to progress is the variable closest to the student; the classroom teacher. When John Milton Gregory wrote the Seven Laws of Teaching, it was the vital role of the classroom teacher he identified as his first and foremost law. Paraphrasing his first law; teachers cannot teach what they do not know. This first law is still as relevant in 2010 as it was in 1884 when he wrote it. Content specific and standards-based curriculum focused teacher education and professional development of the classroom teacher is the most influencing variable in determining what students learn. Recent research on what variable determine student achievement on the MEAP social studies test confirmed Gregory’s first law. Research by Dr. Michael Libbee of CMU and Michigan Geographic Alliance concluded the two most correlated variables to student success on the social studies MEAP test were the teacher’s knowledge of the social studies content and the student’s reading level. Teacher preparation at both the pre-service and in-service level remains the most important device for improving student’s knowledge of economics, entrepreneurship, and personal economics.
Over the last several years Michigan education has begun the evolution to a knowledge-based statewide curriculum. The Michigan State Board of Education has approved and implementation has begun with the new K-12 Grade Level Content Expectations and high school graduation requirements. The new requirements include three credits of Social Studies with one-half credit in Economics. In 2008 Governor Granholm signed legislation permitting local school districts to grant math credit for a course in personal economics. Plus nationally the No Child Left Behind legislation, while renewal is currently under debate, has a defined qualification for teachers in the classroom through the Highly Qualified section of the NCLB. In Michigan many economics teachers currently do not qualify to teach economics under NCLB. Only improved access to academically based content oriented professional development for teachers in economics, entrepreneurship, and personal economics can raise the level of the quality of economics teaching in Michigan.
As the silver bullet of Michigan’s transformation, education is going to need the role, relevance, and rigor necessary for a state in economic transition. The state’s teachers must have access to academically based quality, content oriented and state curriculum based professional development and teacher education in economics, entrepreneurship, and personal economics to best meet the needs of our future citizens and leaders. The crystal ball is clear, while young people are 50% of our population, they are 100% of our future. Their future involvement and leadership clearly lies in their knowledge and ability of economic education to lead the new state economy into the 21st century.
To achieve the economic environment desired, economic education needs to be vital in three areas:
A. Teachers cannot teach what they do not know: Teacher education
Pre-service
1. Emphasis on economics, entrepreneurship, and personal economics in Social Studies methods classes with emphasis on quality, standards-based academically developed materials and programs for the classroom
2. Majors and minors for those students preparing to teach economics in a high school
3. Highly Qualified Teachers in economics (minors as a minimum education preparation)
4. Increased offerings in entrepreneurship education
In-service
1. Professional development courses, institutes, and symposia focusing on Economics as social science discipline
2. Highly Qualified Teachers in Economics “certification” access with a series of courses developed by the Michigan Council on Economic Education, offered by Michigan’s intermediate school districts and online course offerings
3. Greater access to online courses in economics, entrepreneurship, and personal economics
B. Students can’t learn what they are not taught; student involvement
Economics
One semester course in Economics with a focus on an understanding and appreciation of the market oriented, private enterprise economic system
Increase access to online courses in economics, entrepreneurship, and personal economics for classroom teachers
Personal Economics
Increase promotion and encouragement for school districts to offer personal economics in math and/or consumer science
Entrepreneurship
Increase emphasis and promotion of entrepreneurship education programs TO K-12 students
C. Providing the adult community educational opportunities and accessibility to transition into the new entrepreneurial economy and building a solid personal economic base, including courses in economics, entrepreneurship, and personal economics on several levels from daily living to retirement.