Ragland (1992) reported on the state of high school psychology using data collected in 1986 through 1987. Her results suggested that many teachers of high school psychology were not adequately trained to teach the course and that the content of these courses often did not accurately reflect the current state of the field of psychology. Since that time, however, high school psychology has undergone several changes. The purpose of this article is to describe the changes as well as the potential impact of these changes on the teaching of high school psychology.
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