Abstract
The authors examine concurrent enrollment programs (CEP) as an effective means of teaching college economics in high school. They describe the establishment of the National Alliance of Concurrent Enrollment Partnerships to set national standards for CEP. They also investigate the performance of high school students taking the Syracuse University one-semester micro/macro principles of economics course through its CEP, Project Advance, on the Test of Economic Literacy. CEP students average nearly 1 percentage point higher than do the advanced placement/honors economics group and score considerably better in fundamentals and international economics. By cognitive levels, CEP students score over 4 percentage points in the knowledge area and exhibit better performance on application questions.
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