Download or read book Evaluating Mandated Personal Finance Education in High Schools written by Tzu-Chin Martina Peng and published by . This book was released on 2008 with total page 165 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The purpose of this study is to evaluate the effectiveness of personal finance education mandates. Personal finance mandates in high school are classified into three categories based on curriculum requirements: (1) standard mandates provide guidelines for instruction; (2) course mandates require students to take a personal finance related course before graduation; and (3) test mandates require students to take a financial literacy test before graduation. To evaluate the impact of state level education mandates data from the 1997 to 2006 Jump$tart Financial Literacy Surveys was analyzed. The prior research using the Jump$tart data has shown that imposing a general mandate may have little impact on student financial literacy. In this study, mandating educational standards show partial positive impact on student financial knowledge test outcomes. Mandates that require taking a specific personal finance course upon completion of high school have a significant and positive impact on student financial literacy. Mandates that require testing of personal finance knowledge before graduating from high school were found to have a negative impact on student financial knowledge. The key findings of this study have important implications for policymakers, educators and researchers who are promoting the implementation of personal finance education. As more states are implementing personal finance education in current curriculum in recent years, the mandated educational standards start to show a positive relationship with student financial literacy. Development and implementation of a national educational standard for personal finance education should be guided under the leadership of federal government. Empirical results indicate that a positive relationship between a course mandate and student financial literacy enhances with the maturity of course mandates. More efforts on promoting mandatory personal finance course are encouraged. Policymakers should reevaluate the policy on mandating a state-wide personal finance test in high schools since the mandatory test appears to have a negative impact on student knowledge of personal finance. Mandating a specific personal finance course better enhances student personal finance knowledge than mandating tests. Educators are encouraged to work closely with government agencies to highlight the most efficient methods of increasing financial literacy in high schools. Researchers should further investigate the relationship between mandated personal finance education and student financial behavior.

Download or read book Does Mandatory Financial Education Work Evaluating the Impacts of Mandatory Secondary School Standards on Financial Literacy written by Brandon Donald Reilly and published by . This book was released on 2016 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mandatory financial education has been touted as a solution for low levels of financial literacy among the American populace. Most existing research into the efficacy of these programs were complete prior to the Great Recession, or focus narrowly on long-term behaviors or the impact of enrollment in a special course. I use the National Financial Capability Study from 2009 and 2012, as well as the State Mandated Financial Education Database to complete a difference-indifference analysis as to whether or not these mandatory standards positively impact either financial literacy score or financial behaviors. I find that these standards positively impact savings and credit monitoring, but have no significant impact on financial literacy score or other financial behaviors. This conclusion, despite the mixed results, does bode well for the future of financial education. This research also solidifies existing findings as to the impact of personal characteristics, employment, and educational attainment.

Download or read book Personal Finance Education written by Thomas Spielhofer and published by . This book was released on 2010 with total page 19 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Survey of Personal Finance Curriculum in Oregon Secondary Schools written by Gregory Brennan Breuner and published by . This book was released on 1978 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: An assessment of Oregon personal finance teachers' beliefs and recommendations for secondary personal finance curriculum was the major purpose of this survey. A questionnaire based on the concepts and subconcepts in the Oregon Personal Finance Education Guide was used for data collection. All Oregon personal finance teachers who taught the personal finance requirement during 1975-1976 and 1976-1977 comprised the sample for this study. Four hundred questionnaires were sent and 182 questionnaires were returned, representing 45.5 percent of the population. The findings of this survey were based on these responses. Teachers responded from all school sizes and geographic areas of Oregon. The major disciplines represented were business education, home economics, mathematics, and social studies. Information received by the researcher was organized in three sections. In the first section, the best combination of the two semesters required for the personal finance course was identified. With a choice of grades nine through 12, any combination of semesters at grades 11 and 12 received the support of 72.8 percent of the teachers. In the second section, the five major concepts and 29 subconcepts of the Personal Finance Education Guide were discussed. More specifically, the researcher sought answers to the following questions: 1. What concepts and subconcepts are taught in the personal finance curriculum? 2. What concepts and subconcepts are needed in the personal finance curriculum? The five major concepts are: I. Employment and Income II. Money Management III. Credit IV. Purchase of Goods and Services V. Rights and Responsibilities in the Marketplace All major concepts were taught and perceived as needed by more than 85 percent of the personal finance teachers except Concept I, Employment and Income. Forty two percent of the respondents stated this concept was not taught, while 33 percent felt it was not needed. While these teachers saw a need for this information in the high school curriculum, they stated that it was or should be taught in the career education course. Comments concerning the concepts, the subconcepts, and the Guide as a whole were also included in this discussion. These remarks covered addition, deletions and organization of the material. The most requested addition was taxation, with 44 separate comments. Suggestions included federal, state, and local taxes; income, property, and inheritance taxes; appropriate methods of tax reporting; consequences of improper records; and uses of tax money at all levels. Fifty nine percent of the respondents requested a more definitive approach to Concept IV, Purchase of Goods and Services with specific units to include housing, transportation, and food. In section III of the survey the researcher hoped to find the most popular curriculum sequence for the two semester course. Only 62 percent of all respondents completed this section. Those teachers who did respond suggested Concept I, Employment and Income, and Concept II, Money Management, be taught in the first semester. Concept III, Credit, and Concept V, Rights and Responsibilities in the Marketplace, belonged in the second semester, with Concept IV, Purchase of Goods and Services, appropriate for either semester. Those teachers who did not respond to this section gave two explanations: 1. If both semesters of the personal finance requirement were taught in the same year, the curriculum sequence was unimportant. 2. Schools using the "unit topic" approach were able to separate concepts and subconcepts by semesters, but "process oriented" programs, where concepts and subconcepts overlapped, made semester divisions irrelevant. The Oregon Personal Finance Education Guide is scheduled for revision during 1978. The suggestions and recommendations of the secondary personal finance teachers, as presented in this survey, will be used in this revision.

Download or read book Just in time Teaching written by Scott Simkins and published by Routledge. This book was released on 2010 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Just-in-Time Teaching (JiTT) is a pedagogical approach that requires students to answer questions related to an upcoming class a few hours beforehand, using an online course management system. While the phrase "just in time" may evoke shades of slap-dash work and cut corners, JiTT pedagogy is just the opposite. It helps students to view learning as a process that takes time, introspection, and persistence. Students who experience JiTT come to class better prepared, and report that it helps to focus and organize their out-of-class studying. Their responses to JiTT questions make gaps in their learning visible to the teacher prior to class, enabling him or her to address learning gaps while the material is still fresh in students' minds - hence the label "just in time." JiTT questions differ from traditional homework problems in being designed not only to build cognitive skills, but also to help students confront misconceptions, make connections to previous knowledge, and develop metacognitive thinking practices. Students consequently spend more time on course concepts and ideas, but also read their textbooks in ways that result in more effective and deeper learning. Starting the class with students' work also dramatically changes the classroom-learning environment, creating greater student engagement. This book demonstrates that JiTT has broad appeal across the academy. Part I provides a broad overview of JiTT, introducing the pedagogy and exploring various dimensions of its use without regard to discipline. Part II of the book demonstrates JiTT's remarkable cross-disciplinary impact with examples of applications in physics, biology, the geosciences, economics, history, and the humanities. Just-in-Time Teaching article from The Hispanic Outlook in Higher Education Reprinted with permission from Hispanic Outlook in Higher Education Magazine. www.hispanicoutlook.com

Download or read book Financial Literacy A Federal Certification Process for Providers Would Pose Challenges written by Alicia Puente Cackley and published by DIANE Publishing. This book was released on 2011 with total page 55 pages. Available in PDF, EPUB and Kindle. Book excerpt: Efforts to improve consumers¿ financial literacy (FL) have grown in recent years. Currently, hundreds of non-profit, private, and governmental entities provides some form of financial education to Americans. The federal government does not certify or approve organizations in general that provide FL, although the U.S. Trustee Program and the HUD have approval process for FL providers for the purposes of meeting requirements of, respectively, the bankruptcy process and certain housing programs. This report addresses: (1) what is known about which methods and strategies are effective for improving FL; and (2) the feasibility of a process for certifying FL providers. Charts and tables. This is a print on demand report.

Download or read book Education and Saving written by B. Douglas Bernheim and published by . This book was released on 1997 with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the last forty years, the majority of states have adopted consumer education policies, and a sizable minority have specifically mandated that high school students receive instruction on topics related to household financial decision-making (budgeting so forth). In this paper, we attempt to determine whether the curricula arising from these mandates have had any discernable effect on adult decisions regarding saving. Using a unique household survey, we exploit the variation in requirements both across states and over time to identify the effects of interest. The evidence indicates that mandates have significantly raised both exposure to financial curricula and subsequent asset accumulation once exposed students reached adulthood. These effects appear to have been gradual rather than immediate -- a probable reflection of implementation lags.

Download or read book Two Cheers for School Based Financial Education Issue Brief written by Lewis Mandell and published by . This book was released on 2009 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt: The near-collapse of the American financial system has led to a search for its causes and ways to prevent it from happening again. Many political leaders blame at least some of the sub-prime mortgage crisis on mistakes caused by financially "illiterate" consumers and propose to solve that problem with mandatory classes in personal finance. Currently, about 20 percent of US high school graduates complete a semester-length course in personal finance. Unfortunately, five consecutive surveys by the Jump$tart Coalition have found no evidence that teaching personal finance in high schools has improved students' ability to understand and use financial information. Many hypotheses have been advanced to explain the lack of success in teaching personal finance at the high school level. Better-trained teachers and mandatory courses may help, but gains from these solutions have, thus far, been slight. Some feel that constantly-changing financial products and regulations mean that students have little motivation to learn about financial decisions that will no longer be useful when they become adults. Others hypothesize that basic financial habits, such as careful product evaluation and thrift, are formed at a younger age and are difficult to change in late teenage years. One promising finding is that school-based financial education appears to have a long-term, positive impact on financial "behavior", manifesting itself when students are adults. Since high school courses do not appear to materially improve scores on financial literacy tests administered to high school seniors, the greatly delayed behavior changes are likely to be "emotional" responses to materials presented in class. These appear to play out years later when former students have the financial ability to engage in a range of financial choices. One cheer for financial education! Unsatisfactory test results from teaching high school students have led some to suggest that reaching a younger, pre-high school population might prove to be more effective. Younger students might be more susceptible to new ideas and less vulnerable to peer pressure, which can influence spending choices and levels of consumption. However, younger students may lack the background and cognitive development to understand some of the key concepts of personal finance. This suggests that nontraditional types of education, with strong emotional appeal and shared experience, may be more effective in communicating important concepts to younger students and helping them form behaviors that will benefit them throughout their lives. Two large-scale pilot programs have evaluated the use of a nontraditional (live improvisational play) educational intervention on pre-high school students. While the results are still preliminary and have not yet been replicated on a national sample, it appears that teaching younger students with materials based on personal experience, which appeals to their emotions, may be an effective way to increase knowledge, change attitudes, and alter behavior. These results would also appear to support the institution of child accounts, which use the child's ownership of assets to personalize age-appropriate financial education from the earliest grades. "Cheer" two for school-based financial education! (Contains 1 figure.).

Download or read book Voluntary National Content Standards in Economics written by National Council on Economic Education and published by Council for Economic Educat. This book was released on 1997 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: This essential guide for curriculum developers, administrators, teachers, and education and economics professors, the standards were developed to provide a framework and benchmarks for the teaching of economics to our nation's children.

Download or read book Financial Education and Capability written by Julie Birkenmaier and published by Oxford University Press. This book was released on 2013-02-21 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book introduces the concept of financial capability and assembles the latest evidence from ground-breaking innovations with financially vulnerable families, and links it to education, policy, and practice. It is a key resource for those interested in improving financial education and financial products and services for low-income families.

Download or read book Business Industry and Trade in the Tropics written by Jacob Wood and published by Routledge. This book was released on 2022-03-22 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: The tropics is an area of enormous opportunity and potential. The countries situated between the Tropics of Cancer and Capricorn are largely developing in nature. There is huge interest in the types of business investments made in Southeast Asia, Central Africa, and the Amazonian tropical belts. These tropical regions continue to face opportunities and challenges in attracting foreign direct investments as well as the need to complement and/or compete with larger economies external to the tropics. This book provides an empirical assessment of the key sociocultural, economic, environmental, and political factors that influence the business dynamics of organizations operating within the tropics. It will address but is not limited to topics such as attracting businesses to the tropics, facilitating smooth, stable conditions for business operations and sustainability, national institutions, and regulations that shape the way business is done, and the increasing deployment of new technologies and entrepreneurial innovations which are defining the global tropics as a distinct business region. It will offer readers a key focus for developing a deeper understanding of the factors and frameworks that influence and shape business activity in the area. While the primary audience for the book consists of academics and students from the fields of economics (environmental economics, developmental economics), business, international trade, tourism, and area studies, it will also provide a practical resource for government policy analysts wanting to fully appreciate some of the key economic and business issues facing the region.

Download or read book Economic and Personal Finance Education in Our Nation s Schools In 2004 written by Robert F. Duvall and published by DIANE Publishing. This book was released on 2008-10 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: This survey gives an indication of how best to address the teaching of economics and personal finance in our nation. It must be state-by-state, because that is where curriculum decisions are made. The federal government must encourage states to place economic and personal finance education not only into state standards, but into the core curriculum. This report looks at the national picture and sees where we are succeeding and where we need more attention. Tables and maps.

Download or read book Financial Literacy in High School Education written by Chelsea Nicole Simmons and published by . This book was released on 2016 with total page 34 pages. Available in PDF, EPUB and Kindle. Book excerpt: Personal finance has become increasingly complicated in the past thirty years due to globalization and financial engineering. Americans are faced with new financial products and decisions, and many do not have the knowledge or expertise to successfully manage their finances. Financial literacy is especially low among young adults. Individual states have responded by introducing a personal finance course into the high school curriculum. This course may be an elective or a requirement for graduation. This study begins to examine personal finance curriculum in high schools and the effect such coursework has on overall financial literacy when students reach college. --Page iv.

Download or read book Financial education written by Kristof De Witte and published by Waxmann Verlag. This book was released on 2020 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: In a world where individuals become increasingly responsible for their financial well-being, and where the complexity of financial markets and products is growing, financial education becomes crucial. Although it is well accepted to introduce financial education in compulsory education, there is no consensus on the optimal way to implement financial education. This book explores the current state and the future challenges of financial education in five European countries: Belgium, Estonia, Italy, Slovakia, and the Netherlands. Moreover, it provides a comprehensive review of the academic literature on financial literacy. The book is a product of a strategic partnership with professionals from 14 partners, including universities, secondary schools and intermediary organisations dealing with financial literacy promotion. The EUFin project supported by this partnership aims to develop evidence-based didactical material for financial literacy education for tertiary and secondary education levels and exchange best-practices.

Download or read book Financialization Financial Literacy and Social Education written by Thomas A. Lucey and published by Routledge. This book was released on 2021-09-30 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: The objective of this book is to prompt a re-examination of financial literacy, its social foundations, and its relationship to citizenship education. The collection includes topics that concern indigenous people’s perspectives, critical race theory, and transdisciplinary perspectives, which invite a dialogue about the ideologies that drive traditional and critical perspectives. This volume offers readers opportunities to learn about different views of financial literacy from a variety of sociological, historical and cultural perspectives. The reader may perceive financial literacy as representing a multifaceted concept best interpreted through a non-segregated lens. The volume includes chapters that describe groundings for revising standards, provide innovative teaching concepts, and offer unique sociological and historical perspectives. This book contains 13 chapters, with each one speaking to a distinctive topic that, taken as a whole, offers a well-rounded vision of financial literacy to benefit social education, its research, and teaching. Each chapter provides a response from an alternative view, and the reader can also access an eResource featuring the authors’ rejoinders. It therefore offers contrasting visions about the nature and purpose of financial education. These dissimilar perspectives offer an opportunity for examining different social ideologies that may guide approaches to financial literacy and citizenship, along with the philosophies and principles that shape them. The principles that teach and inform about financial literacy defines the premises for base personal and community responsibility. The work invites researchers and practitioners to reconsider financial literacy/financial education and its social foundations. The book will appeal to a range of students, academics and researchers across a number of disciplines, including economics, personal finance/personal economics, business ethics, citizenship, moral education, consumer education, and spiritual education.

Download or read book Handbook of Consumer Finance Research written by Jing J. Xiao and published by Springer Science & Business Media. This book was released on 2008-01-03 with total page 423 pages. Available in PDF, EPUB and Kindle. Book excerpt: This handbook surveys the social aspects of consumer behavior, offering latest data and original research on current consumer needs as well as identifying emerging areas of research. This accessible volume (which can be read without advanced training in the field) starts with current concepts of risk tolerance, consumer socialization, and financial well-being, and moves on to salient data on specific settings and populations such as high school students and the older consumer.

Download or read book Does State mandated Financial Education Reduce High School Graduation Rates written by Carly Urban and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Concerned about low levels of financial literacy among teens and the importance of their looming financial decisions as emerging adults, state policymakers have expanded high school personal finance graduation requirements. Did these added requirements create an additional barrier for students? Comparing students in states with and without standalone personal finance course requirements before and after the requirements went into place, there is no evidence that these requirements reduced graduation rates overall, by race, by gender, or by family income. Existing research quantifies improvements in debt and credit behaviors, and these findings suggest there are not simultaneous adverse effects overall or for at-risk students.