Teaching with FRED and active-learning methods in introductory economics courses

Abstract

We study the relationship between the use of FRED® (Federal Reserve Economic Data) and active-learning methods in Advanced Placement (AP) Economics and college principles and survey courses. We use data from two national “Chalk and Talk” surveys of teaching methods: one answered by high school instructors, and one answered by college instructors. While prior studies have investigated the instructional practices used in undergraduate economics courses, little work explores the methods and materials used in AP Economics (AP Microeconomics and AP Macroeconomics) courses taught to high school students. Findings indicate a larger share of AP Economics instructors use active-learning methods relative to college faculty. We find low to moderate positive associations between the use of FRED and a broad array of active-learning pedagogical methods, although these associations are weaker in college principles and survey courses. AP Economics instructors with few years of teaching experience and college faculty without a doctoral degree are relatively more likely to use FRED.