Georgia, Texas, and Idaho passed mandates around 2003 and 2004 that required at least a half-year course in financial education for high school graduation.

Pennsylvania established a task force through an act passed by the General Assembly in 2010. The task force consisted of nine members who investigated the current status of and need for K–12 economic and personal financial education.

Motivated by low levels of financial education, Vermont established a task force, launched in 2014 by Champlain College’s Center for Financial Literacy, to develop a strategy to improve financial education efforts in the state.

What are the long-term effects of program participation?

The final stage aims to determine the long-term impact of financial education by looking at behavior and knowledge of students and the broader effects on the community and state.

Are students making progress?

The fourth step analyzes the effect financial education has on students in the short or medium-term. This step involves a more formal research design to ensure that the benefits students have experienced, such as gains in financial knowledge and confidence, can be attributed to financial education.

How can we do a better job raising financial literacy among students?

Once the need for financial education has been established and information on program implementation has been collected, the third step is to analyze the information and  develop recommendations for improvement.