This document briefly introduces and describes the administration of the Elementary School Economics (ESE) program, discusses program objectives, suggests ways to integrate ESE into social studies curriculum, and evaluates the program's effectiveness. In 1960 the Industrial Relations Center at the University of Chicago initiated the ESE program to study student comprehension of basic economic concepts and integration of economics into elementary school social studies programs. Designed to develop fourth and fifth graders' understandings of processes of consumption and production, ESE offers 11 units, requires 20 to 34 teaching hours, and includes a teacher's guide, instructional aids, evaluation materials, student readings, a project book, and progress checks. Program evaluation involved student understanding and interest, teacher evaluation, and parent reaction. Over one thousand elementary students were tested and equated for mean and range of IQs, socioeconomic status, age, and grade in school, and they were divided into experimental and control groups. The ESE program was given to the experimental group. The control group was given regular social studies course materials. The experimental group showed over 25% greater acquisition of economic understanding than the control. Ninety-three percent of the teachers evaluated ESE materials and the program as good or very good, 97% of parents interviewed felt that the program was helpful to their children, and a majority of the teachers surveyed indicated a student preference for ESE over other social studies programs. (AV)