| Sumario: | The article describes the Developmental Economic Education Program (DEEP) system under the Test of Economic Literacy (TEL). This system is a new test and an implicit research design used in the norm data-gathering process. Questions of statistical reliability and content validity of the TEL are addressed, and a multiple linear regression analysis of the norming data is examined. The regression analysis shows that DEEP school enrollment and its interaction with an economics course at the high school level is the single most important determinant of performance on the TEL. This interaction variable explains approximately 13.5 percent of the variance in TEL scores. In addition, a course in economics by itself, the students' gender, urban type, region of the country, and the training in economics received by the teacher of a given student are significant determinants of test performance.
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