This paper introduces Concurrent Enrollment Programs (CEPs), within the context of Syracuse University Project Advance (PA) Economics, as a way to improve economic literacy. We describe measures implemented to operate PA Economics as a high-quality CEP, as well as the National Alliance of Concurrent Education Partnerships to establish national standards. This study also contains results from administering to high school students taking PA Economics the nationally normed Test of Economic Literacy (TEL). PA students average nearly one percentage point higher than the AP/Honors Economics Group, and score considerably better than AP/Honors Economics in fundamentals and international economics. By cognitive level, PA Economics students score over four percentage points higher on questions than AP/Honors Economics in the knowledge area, and the findings present evidence of better performance on application questions. PA Economics students also average over seventeen percentage points better than those taking the TEL in AP/Honors Social Studies courses.