This article presents the first report of basic findings from the 2020 online administration of the sixth national quinquennial survey on teaching and assessment methods. Focusing on the teaching methods in introductory economics courses (i.e., principles and survey courses), the authors find that very little has changed in the past quarter-century. The typical instructor in introductory courses is predominantly a male, Caucasian, with a PhD. “Chalk and Talk” remains the preferred method of instruction in introductory courses, along with the use of textbooks. The use of “student(s) with student(s)” discussions in the classroom, as well as cooperative learning/small-group assignments, has increased since 2010. Lessons, activities, and references that address diversity, inclusion, or gender issues, however, are almost never used in introductory economics courses. JEL Classifications: A20, A22

This study examines the gender gap in financial literacy by using the Financial Literacy Assessment from the OECD's Programme for International Student Assessment (PISA). The analysis focuses on the influence of parents on their children's understanding of financial concepts, utilizing multilevel modeling procedures to examine variance among students, within schools, and within countries. Based on data from 18 countries, results suggest that a gender gap in financial knowledge favoring male high school students is present and that parents may influence their children's financial knowledge.

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