Independent Evaluations
JA Programs Work
There is nothing like watching students participate in a JA class to prove that JA programs are effective. Nothing except perhaps the comprehensive research summarized below.
WIRE Evaluation
The Western Institute for Research and Evaluation (WIRE) conducted an independent, six-year study to determine the effectiveness of Junior Achievement’s K-12 programs.
From 1993 to 2003, WIRE evaluators compared students participating in JA programs to non-participating students. Tests indicated that JA students had a much better understanding of economics. WIRE evaluations also showed that JA students’ critical-thinking, problem-solving, and communication skills were stronger than students who had not been exposed to JA programs. In fact, non-participating students’ knew very little about America’s free enterprise system.
Elementary Schools
WIRE’s longitudinal evaluation showed JA’s in-school programs for grades one through six positively affected students’ achievement consistently and cumulatively.
Economic-wise, JA students were far more knowledgeable than their non-participating peers were. Furthermore, studies proved elementary students participating in JA programs over consecutive years acquired substantially more economics and business knowledge than did students taking Junior Achievement for the first time. Nonetheless, even a single exposure to a JA program made a positive difference.
Middle Schools
WIRE reports showed JA’s programs for students in grades seven through nine proved positive in every area evaluated. Tests determined JA students participating in Enterprise in Action, International Marketing, Personal Economics, and Economics of Staying in School consistently outperformed their non-participating peers in fiscal literacy and critical-thinking skills.
High Schools
WIRE completed a study of JA's high school programs in 2000 and an additional study of JA Titan in 2002. Evaluators found JA programs significantly increased students’ understanding of economics. Not only did participating JA students score higher than non-participating students did, they also demonstrated improved problem-solving and critical-thinking skills.
In addition, in 2001-02, WIRE tracked the performance levels of 1,059 students in JA’s Economics of Staying in School (ESIS) program. After completing the program, students' scores showed a knowledge gain of 30 percent.
Teachers Praise JA Programs
Across the board, teachers value JA programs. In follow-up evaluations, 99% of educators reported their students enjoyed the learning experience. On a 10-point scale, teachers gave the curriculum a ranking of 9.4. They also credited in-class volunteers as a major factor in the program’s overall success, saying that JA volunteers provided a fresh business perspective and served as positive role models for students.
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