Educators
ELEMENTARY SCHOOL PROGRAMS
From 1993 to 2003, independent researchers conducted comprehensive evaluations of Junior Achievement's elementary school programs. The studies proved that JA's impact on student achievement has been consistent and significant.
EVEN ONE EXPOSURE TO A JA PROGRAM MAKES A DIFFERENCE!
Students participating in JA's elementary school programs have a greater comprehension of economics and business than their non-participating peers.
Educators greatly value JA programs.
- Teachers have high praise for our financial curriculum. They rate JA's programs 9.4 on a 10-point scale. Ninety-nine percent of teachers also said their students enjoy it.
- Teachers credit JA volunteers as a major factor in the success of the curriculum, saying that they bring an outside business perspective into the classroom and serve as positive role models and mentors for students.
- A large majority of teachers surveyed were pleased that JA programs align with state and federal academic content standards.
MIDDLE SCHOOL PROGRAMS
During 1997-98, independent evaluators assessed performance levels of approximately 2,500 Our World, JA Personal Economics, JA Enterprise in Action, and JA International Marketplace students in several demographically diverse locations.
Evaluators have found positive and significant results from the middle grades programs for students in grades six through eight.
- JA Students Outperform Their Peers
JA students scored significantly higher on objective-references tests than their non-participating peers.
- ESIS Objective-Referenced Test
In 2001-02, independent evaluators assessed performance levels of approximately 1,000 students in the Economics of Staying in School (ESIS) program. Students' scores reflected a knowledge gain of 30 percent after participating in the program.
HIGH SCHOOL PROGRAMS
In 2003, a longitudinal study completed by independent evaluators, showed JA students had more positive attitudes and greater career aspirations than non-participating students.
- Compared to their non-participating peers. . .
- JA students are more likely to attend college.
- JA students are more likely to select a business-related major.
- JA students take more personal responsibility for their behavior.
- JA students have a more positive self-concept and higher self-esteem.
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