FTE Program Evaluations

August 31, 2009
Board of Trustees
Foundation for Teaching Economics

Our independent evaluation of the Foundation for Teaching Economics’ 2009 programs for teachers and students1 included the following programs:

+ 11 Economics for Leaders (9 student-teacher sessions and 2 student-only sessions)
+ 4 Economic Forces in American History
+ 12 Environment and the Economy
+ 1 Issues of International Trade
+ 7 Is Capitalism Good for the Poor?
+ 4 The Economics of Disasters
+ 3 Teaching Economic Issues
+ 4 The Right Start in Teaching Economics
+ 6 On-line courses: Economics On-line for Teachers (two of part 1 and one part 2), Is Capitalism Good for the Poor—On-Line (spring and fall), and Economic Demise of the Soviet Union—On-line (fall)

Our evaluation is based on feedback from the more than 330 high school students and 1300 teachers served by the programs this past year. Participants in all programs completed questionnaires at the conclusion of the session, rating and providing written comments about the instructors, content, materials, program format, and accommodations, among other things. Approximately 300 teachers who participated in FTE programs in 2008 responded to follow-up surveys sent about six months after the programs regarding their use of FTE materials in the classroom and the impact of the program on their teaching. The evaluation instruments for the Economics for Leaders program and the on-line courses also included pre-tests and end-of-course tests aligned with course content to provide information about gains in achievement. We also had an opportunity to observe a program.

FTE offers programs in a wide array of formats—one-day, four-day, week-long, and semester-long on-line—addressing a range of issues, and serving teachers—from first-time economics teachers to veterans of the economics classroom—as well as students. With such diversity in format and focus, one might expect variation in how well received the different programs are. Looking across the feedback from participants in all of the FTE programs, however, what is striking is both how consistently positive the feedback is and how consistently positive it is about many of the same aspects of the programs, regardless of format or focus. Overwhelmingly and consistently, across FTE programs, teachers applaud:

+ the quality of the instructional staff, including their deep knowledge of economics and their ability to communicate complex topics, as well as their enthusiasm for economics and teaching;
+ the clarity of the lessons and materials; and
+ the practical nature of the programs, with hands-on activities that teachers can implement in their own classrooms.

From program to program, teachers rave about how much they have learned and how excited they are to return to the classroom with their new knowledge and hands-on, engaging activities for students. In follow-up surveys teachers report that they have used the materials with their students. Students also praise the instructional staff for their knowledge and communication styles and are extremely enthusiastic about how much they have learned—and grown—as a result of the Economics for Leaders program. Finally, pre- and post-tests aligned with course content, given to students in the Economics for Leaders program and the on-line courses demonstrate the impact the FTE courses have on learning.

Our observations about these commonalities are true for the 2009 programs, but we have observed the same consistency across years as well. For as long as we have been conducting the independent evaluation, we have seen consistently high ratings from participants regardless of program format or focus.

In 2009, as in past years, FTE has provided students and teachers with an exceptional set of programs, each of which is having a remarkable impact on participants and, in turn, economics teaching and learning.

Sincerely,