Comparative Assessment of Economic Literacy Across Public and Private Schools

Thesis Abstract

This study investigates disparities in economic literacy between public and private secondary schools within a mid-sized national education system, addressing concerns that school type may shape foundational economic understanding essential for informed civic participation and future economic behavior. The problem emerges from inconsistent curricular experiences, unequal resource allocation, and variable teacher professional development across school sectors, which may yield differential competencies in economic concepts such as opportunity cost, inflation, and fiscal policy. The aim is to assess the level of economic literacy across school types, identify determinants of literacy disparities, and provide actionable implications for policy and practice. Specific objectives are to (i) compare mean economic literacy scores between students in public and private schools, (ii) examine the influence of school resources, teacher qualifications, and curricular exposure on literacy outcomes, (iii) analyze gender, socioeconomic status, and urban–rural location as moderating factors, and (iv) propose targeted interventions to elevate economic literacy equity. A cross-sectional, mixed-methods design will be employed. Quantitative data will be collected from a stratified random sample of 60 secondary schools (30 public and 30 private) across five regions, with 1,200 students aged 15–17 years participating (approximately 600 per sector). An Economically Literacy Assessment Instrument (ELAI), piloted for validity and reliability (Cronbach’s alpha > 0.80) will measure core constructs financial literacy, macroeconomic concepts, and critical economic reasoning. Complementary school-level data will include teacher qualifications, student-teacher ratios, per-student expenditure, and curricular hours dedicated to economics. Qualitative data will be gathered through 40 teacher interviews and 20 focus groups with students to explore perceptions of school resources, pedagogical approaches, and the relevance of economics to daily life. Data will be analyzed using a combination of descriptive statistics, t-tests and ANOVA to compare literacy means across school types, and hierarchical linear modeling (HLM) to account for nested data (students within schools) and to estimate the effects of school- and student-level predictors on economic literacy. Regression analyses will identify the relative contribution of teacher qualifications, curricular time, and resources, while interaction terms will test moderating effects of gender, socioeconomic status, and location. Thematic analysis will be applied to interview and focus group transcripts to contextualize quantitative findings and reveal mechanisms underlying observed disparities. The study will also test a conceptual model drawing on social cognitive theory and managerial economics education theory, positing that self-efficacy in economics and exposure to authentic economic discourse within the school environment mediate literacy outcomes. Expected findings anticipate a statistically significant higher mean economic literacy score in private schools compared with public schools, after controlling for socioeconomic status and location. It is expected that teacher qualifications (specialization in economics or business, teaching experience), curricular intensity (hours per week), and resource availability (teaching aids, laboratory facilities) will positively predict literacy. Moderating analyses may reveal that effects are stronger for students from higher socioeconomic backgrounds and urban settings, though private schools may exhibit smaller disparities due to compensatory resources. Qualitative results are anticipated to illuminate pedagogical practices such as inquiry-based learning, real-world case studies, and formative assessment, which correlate with higher literacy levels. The study contributes to knowledge by providing robust, policy-relevant evidence on how school type shapes economic literacy, highlighting specific levers—teacher expertise, curricular pacing, and material resources—that compound or attenuate disparities. It informs national education policy on equitable allocation of resources, teacher professional development, and the design of standardized assessments that meaningfully capture economic literacy across diverse school contexts. The conclusions will emphasize the necessity of targeted interventions to level the playing field, including capacity-building for public schools, shared curricula with robust economic content, and scalable classroom innovations that foster economic reasoning. Recommendations include revising funding formulas to address resource gaps, instituting mandatory economics-focused professional development for public-school teachers, and implementing a state-wide economic literacy benchmark aligned with curricular standards to monitor progress and guide ongoing reforms.