National Standards in K–12 Personal Finance Education

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National Standards in K–12 Personal Finance Education

  1. 1. 3rd Jump$tart Coalition for Personal Financial Literacy Edition, 2007 National Standards in K–12 Personal Finance Education With Benchmarks, Knowledge Statements, and Glossary
  2. 2. Jump$tart Coalition for Personal Financial Literacy 919 18th Street, NW, Suite 300 Washington, DC 20006-5517 Phone: 888–45 EDUCATE www.jumpstartcoalition.org
  3. 3. iii Contents 1 Introduction 2 Uses for the National Standards 3 Organization of the Standards 4 The Standards 6 How the National Standards Evolved 7 The Jump$tart Coalition and Its Mission 8 Financial Responsibility and Decision Making 11 Income and Careers 13 Planning and Money Management 17 Credit and Debt 20 Risk Management and Insurance 23 Saving and Investing 27 Knowledge Statements 33 Glossary 44 Independent Reviewers
  4. 4. 1 Introduction The National Standards in K–12 Personal Finance Financial literacy is not an absolute state; it is a Education, created and maintained by the continuum of abilities that is subject to variables Jump$tart Coalition® for Personal Financial Lit- such as age, family, culture, and residence. eracy, delineate the personal finance knowledge Financial literacy refers to an evolving state of and skills that K–12 students should possess. competency that enables each individual to re- spond effectively to ever-changing personal and The Jump$tart Coalition asserts that all young economic circumstances. people graduating from our nation’s high schools should be able to take individual Because of limited experience and responsibil- responsibility for their personal economic well- ity, a typical recent high school graduate will being. Broadly speaking, a financially literate not exhibit the same degree of knowledge of high school graduate should know how to: personal finance as a financially literate older • Find, evaluate, and apply financial information adult. Financially literate high school graduates, • Set financial goals and plan to achieve them however, should have a general understanding • Develop income-earning potential and the of all key aspects of personal finance. These ability to save graduates will be confident in their ability to • Use financial services effectively find and use the information required to meet • Meet financial obligations specific personal finance challenges as they • Build and protect wealth arise. To this end, the National Standards in K–12 Personal Finance Education indicate Many organizations have defined “personal the skills students must have to increase their finance” and “financial literacy.” The follow- personal finance knowledge continually as their ing, a distillation of the views of several sources, responsibilities and opportunities change. are the definitions underlying the National Standards. The Jump$tart Coalition intends the National Standards in K–12 Personal Finance Education Personal finance describes the principles and to serve as a model. As such, the National methods that individuals use to acquire and Standards represent the framework of an ideal manage income and assets. personal finance curriculum, portions of which might not be appropriate for individual instruc- Financial literacy is the ability to use knowl- tors and students. The Coalition leaves it up to edge and skills to manage one’s financial re- various stakeholders to decide how to address sources effectively for lifetime financial security. the topics in the National Standards.
  5. 5. 2 Uses for the National Standards The revised and updated National Standards dards and expectations to design new personal in K–12 Personal Finance Education provide a finance units or courses, or to integrate con- program design and evaluation framework for cepts into existing courses. To help accomplish school administrators, teachers, curriculum spe- this, the Jump$tart Coalition provides the fol- cialists, instructional materials developers, and lowing additional resources: educational policymakers. At each of the three Personal Finance Clearinghouse benchmark grades—4th, 8th, and 12th—the The searchable, online Jump$tart Clearing- expectations describe skills and knowledge each house (www.jumpstartclearinghouse.org) can student should exhibit, not what should be help educators identify appropriate education- taught in that grade. Individual students might al materials by several factors, including grade have missed or not remember previous lessons. level, format, and content category. In those cases, teachers can refer to earlier National Best Practices Guidelines expectations to identify areas of instruction on The Jump$tart Best Practices Guidelines which to concentrate. (www.jumpstart.org/bp.cfm) can help educa- tors evaluate and select existing instructional Among the practical uses for the personal materials, help organizations improve pro- finance standards and expectations are to: grams that they already provide, and assist • Suggest a range of content that students designers in creating effective new personal should know and be able to act on finance curricula. • Provide guidelines for evaluating published educational materials The National Standards in K–12 Personal • Help to shape lesson plans, unit and course Finance Education complement state and local outlines, learning activities, textbooks, and educational goals and standards. In states where other instructional materials personal finance is not yet part of the state’s • Increase awareness of the need for personal K–12 educational objectives, the National Stan- finance in the nation’s schools dards in K–12 Personal Finance Education can help convince policymakers to include personal After reviewing the 29 personal finance stan- finance in future state standards and student dards, educators may select topics that are achievement tests and guide their creation. appropriate to the needs of diverse learners in specific settings. Educators can use the stan-
  6. 6. 3 Organization of the Standards The National Standards in K–12 Personal Finance in their consumer development—at grades 4, 8, Education describe the minimum requirements and 12. The expectations reflect a progression for functional financial literacy. They are orga- of student learning in which increasing com- nized as follows: plexity builds on earlier knowledge. Educators will take into account that students learn at Standards different rates because of a variety of learning The K–12 standards trace a path to a minimal styles, interests, and experiences outside the level of competency upon completion of high classroom. school. They describe what personal finance instruction should enable students to know and Knowledge Statements do. The standards fall into six major categories These statements show relationships among of personal finance—Financial Responsibility the key concepts underlying the standards and and Decision Making; Income and Careers; Plan- expectations. They provide further guidance ning and Money Management; Credit and Debt; for publishers as they develop and revise cur- Risk Management and Insurance; and Saving ricula and for educators as they select classroom and Investing. Each category focuses on an materials and plan lessons. Like the Glossary, overall competency derived from the Jump$tart the Knowledge Statements are not meant to be Coalition’s definition of financial literacy. exhaustive. Expectations Glossary The statements of expectation describe how The list of definitions is meant as an aid to students can apply knowledge to everyday understanding the Standards, Expectations, financial decisions and actions at three points and Knowledge Statements. It includes only a sampling of key terms.
  7. 7. 4 The Standards Financial Responsibility and Decision Making Overall Competency Apply reliable information and systematic decision making to personal financial decisions. Standard 1: Take responsibility for personal financial decisions. Standard 2: Find and evaluate financial information from a variety of sources. Standard 3: Summarize major consumer protection laws. Standard 4: Make financial decisions by systematically considering alternatives and consequences. Standard 5: Develop communication strategies for discussing financial issues. Standard 6: Control personal information. Income and Careers Overall Competency Use a career plan to develop personal income potential. Standard 1: Explore career options. Standard 2: Identify sources of personal income. Standard 3: Describe factors affecting take-home pay. Planning and Money Management Overall Competency Organize personal finances and use a budget to manage cash flow. Standard 1: Develop a plan for spending and saving. Standard 2: Develop a system for keeping and using financial records. Standard 3: Describe how to use different payment methods. Standard 4: Apply consumer skills to purchase decisions. Standard 5: Consider charitable giving. Standard 6: Develop a personal financial plan. Standard 7: Examine the purpose and importance of a will.
  8. 8. 5 Credit and Debt Overall Competency Maintain creditworthiness, borrow at favorable terms, and manage debt. Standard 1: Identify the costs and benefits of various types of credit. Standard 2: Explain the purpose of a credit record and identify borrowers’ credit report rights. Standard 3: Describe ways to avoid or correct debt problems. Standard 4: Summarize major consumer credit laws. Risk Management and Insurance Overall Competency Use appropriate and cost-effective risk management strategies. Standard 1: Identify common types of risks and basic risk management methods. Standard 2: Explain the purpose and importance of property and liability insurance protection. Standard 3: Explain the purpose and importance of health, disability, and life insurance protection. Saving and Investing Overall Competency Implement a diversified investment strategy that is compatible with personal goals. Standard 1: Discuss how saving contributes to financial well-being. Standard 2: Explain how investing builds wealth and helps meet financial goals. Standard 3: Evaluate investment alternatives. Standard 4: Describe how to buy and sell investments. Standard 5: Explain how taxes affect the rate of return on investments. Standard 6: Investigate how agencies that regulate financial markets protect investors.
  9. 9. 6 How the National Standards Evolved In 1998, the Jump$tart Coalition for Personal • Nancy Lang, Northern Kentucky University, Financial Literacy issued its first Personal Finance Highland Heights, Kentucky Guidelines and Benchmarks. A group of 20 • Jacqueline Ward, Wisconsin Women’s Business professionals representing a broad range of Initiative Corporation, Milwaukee, Wisconsin education, government, and financial service or- ganizations developed these original guidelines. Before and after the 2006 task force completed major revisions, a select group (identified on In 2001, and again in 2006, the Jump$tart page 44) of business and finance industry pro- Coalition board authorized the formation of fessionals and educators—which included class- a task force to revise and update the National room teachers representing business education, Standards in K–12 Personal Finance Education. family and consumer science, and economics in Members of the 2006 standards revision task the social studies—reviewed the standards for force included: academic integrity, as well as practical applica- • Rosella Bannister, Jump$tart Personal Finance tions. Reviewers’ suggestions led to substantial Clearinghouse, Ann Arbor, Michigan improvements. • Les Dlabay, Lake Forest College, Lake Forest, Illinois Identifying standards and expectations is not an easy task, nor is it ever completely finished. • Vickie Hampton, Texas Tech University, Lub- The Jump$tart Coalition for Personal Financial bock, Texas Literacy considers this to be a living document, • Philip Heckman, Credit Union National As- one that it will continue to modify and expand sociation, Madison, Wisconsin (Committee to meet the changing needs of personal finance Chair) teachers and students. • Claudia Kerbel, University of Rhode Island, Kingston, Rhode Island
  10. 10. 7 The Jump$tart Coalition and Its Mission Jump$tart Coalition for Personal Financial Literacy consists of 180 organizations and 47 affiliated state coalitions dedicated to improving the financial literacy of youth from kindergarten through college age by providing advocacy, research, standards, and educational resources. Jump$tart strives to prepare youth for lifelong successful financial decision making.
  11. 11. 8 Financial Responsibility and Decision Making Overall Competency Apply reliable information and systematic decision making to personal financial decisions. Standard 1 4th Grade 8th Grade 12th Grade Expectations Additional Expectations Additional Expectations Take responsibility for personal financial 4th grade student can: 8th grade student can: High school graduate can: decisions. List examples of financial deci- Identify ways to be a financially Explain how individuals demon- sions and their possible conse- responsible young adult. strate responsibility for financial quences. well-being over a lifetime. Give examples of the benefits of Identify ways to be a financially financial responsibility and the Analyze how financial responsi- responsible youth. costs of financial irresponsibility. bility is different for individuals with and without dependents. Given a scenario, discuss ethical considerations of various per- sonal finance decisions. Standard 2 4th grade student can: 8th grade student can: High school graduate can: Find and evaluate Give examples of situations in Analyze and evaluate advertis- Determine whether financial in- financial information which financial information ing claims. formation is objective, accurate, from a variety of would lead to better decisions. and current. Identify online and printed sources. Identify sources of financial sources of product informa- Investigate current types of information. tion and list the strengths and consumer fraud, including weaknesses of each. online scams. Given a scenario, identify relevant financial information needed to make a decision. List factors to consider when selecting a financial planning/ counseling professional and legal/tax adviser.
  12. 12. 9 4th Grade 8th Grade 12th Grade Financial Responsibility Expectations Additional Expectations Additional Expectations and Decision Making 4th grade student can: 8th grade student can: High school graduate can: Standard 3 Compare product return poli- Research the primary consumer Match consumer protection Summarize major cies at local retail stores. protection agency in the state laws to descriptions of the is- consumer protection of residence. sues that they address and the laws. safeguards that they provide. Give examples of unfair or deceptive business practices Research online and printed that consumer protection laws sources of up-to-date informa- forbid. tion about consumer rights. Given a scenario, explain steps in Given a scenario, write a resolving a consumer complaint. complaint letter that states the problem, asks for specific ac- tion, includes copies of related documents, and provides con- tact information. 4th grade student can: 8th grade student can: High school graduate can: Standard 4 Explain how limited personal Set measurable short- and Set measurable short-, Make financial financial resources affect the medium-term financial goals. medium-, and long-term decisions by system- choices people make. financial goals. atically considering Prioritize personal financial Rank personal wants/needs in goals. Use a financial or online calcu- alternatives and order of importance. lator to determine the cost of consequences. Evaluate the results of a finan- achieving a long-term goal. Set measurable short-term cial decision. financial goals. Apply systematic decision mak- Use a financial or online calcu- ing to a long-term goal. Outline the steps in systemati- lator to determine the cost of cally evaluating alternatives and achieving a medium-term goal. Analyze how inflation affects making a decision. financial decisions. Apply systematic decision mak- Apply systematic decision mak- ing to a medium-term goal. Analyze how taxes affect finan- ing to a short-term goal. cial decisions. Give examples of how decisions made today can affect future opportunities.
  13. 13. 10 Financial Responsibility 4th Grade 8th Grade 12th Grade and Decision Making Expectations Additional Expectations Additional Expectations Standard 5 4th grade student can: 8th grade student can: High school graduate can: Develop communica- Give examples of how mem- Explain how discussing im- Explain the value of discussing tion strategies for bers of previous generations portant financial matters with individual and shared financial discussing financial spent money as children. household members can help responsibilities with a room- issues. reduce conflict. mate before moving in. Analyze the values and atti- tudes of members of previous Identify differences among Discuss the pros and cons of generations from their personal peers’ values and attitudes sharing financial goals and stories about money. about money. personal finance information with a partner before combin- ing households. Give examples of contracts be- tween individuals and between individuals and businesses, and identify each party’s basic responsibilities. Standard 6 4th grade student can: 8th grade student can: High school graduate can: Control personal List types of personal infor- List actions an individual can List entities that have a right to information. mation that should not be take to protect personal identity. obtain individual Social Security disclosed to others and the pos- numbers. Describe problems that oc- sible consequences of doing so. cur when one is the victim of Recommend actions a victim identity theft. of identity theft should take to restore personal security. Identify ways that thieves can fraudulently obtain personal information.
  14. 14. 11 Income and Careers Overall Competency Use a career plan to develop personal income potential. 4th Grade 8th Grade 12th Grade Expectations Additional Expectations Additional Expectations 4th grade student can: 8th grade student can: High school graduate can: Standard 1 Explain the difference between Give an example of how educa- Describe the risks, costs, and Explore career options. a career and a job and identify tion and/or training can affect rewards of starting a business. various jobs in the community. lifetime income. Outline the main components Give an example of how an Identify online and printed of a business plan. individual’s interests, knowl- sources of information Analyze how economic, social- edge, and abilities can affect about jobs, careers, and cultural, and political conditions career and job choice. entrepreneurship. can affect income and career Identify a topic of personal Compare personal skills and in- potential. interest and research a career terests to various career options. Identify a career goal and de- related to that topic of interest. Describe the educational/train- velop a plan and timetable for Examine a job related to a ing requirements, income achieving it, including educa- career of interest. potential, and primary duties of tional/training requirements, at least two jobs of interest. costs, and possible debt. Give examples of entrepreneurs in the community. Identify individuals who could provide a positive job reference. Complete an age-appropriate, part-time job application, including references.
  15. 15. 12 Income and Careers 4th Grade 8th Grade 12th Grade Expectations Additional Expectations Additional Expectations Standard 2 4th grade student can: 8th grade student can: High school graduate can: Identify sources of Explain the difference between Define gift, rent, interest, Explain the effect of inflation personal income. a wage and a salary. dividend, capital gain, tip, on income. commission, and business Identify jobs children can do to Use a financial or online calcu- profit income. earn money. lator to determine the future Explain the difference between income needed to maintain a Give examples of sources of earned and unearned income current standard of living. income other than a wage or and give an example of each. salary. Give an example of a govern- ment transfer payment. Describe how a local government assistance program can benefit people in the community. Standard 3 4th grade student can: 8th grade student can: High school graduate can: Describe factors Define tax and explain the Explain all items commonly Explain the effect on take-home affecting take-home difference between sales and withheld from gross pay. pay of changing the allowances pay. income taxes. claimed on an “Employee’s Give examples of employee Withholding Allowance Certifi- Give an example of how gov- benefits and explain why they cate” (IRS form W-4). ernment uses tax revenues. are forms of compensation. Transfer information on “Wage Explain the difference between and Tax Statement” (IRS form Social Security and Medicare W-2) and “Interest Income” programs. (IRS form 1099-INT) to “U.S. Individual Income Tax Return” (IRS form 1040) and compa- rable state income tax form. Complete “Income Tax Return for Single and Joint Filers with No Dependents” (IRS form 1040EZ) and comparable state income tax form. Examine the benefits of em- ployer-sponsored savings plans and other options for shifting current income to the future.
  16. 16. 13 Planning and Money Management Overall Competency Organize and plan personal finances and use a budget to manage cash flow. 4th Grade 8th Grade 12th Grade Expectations Additional Expectations Additional Expectations 4th grade student can: 8th grade student can: High school graduate can: Standard 1 Give examples of household Prepare a personal spending Explain how to use a budget to Develop a plan for expense categories and sources diary. manage spending and achieve spending and saving. of income. financial goals. Calculate the sales tax for a Describe how to allocate a given purchase. Identify changes in personal weekly allowance among the spending behavior that contrib- Discuss the components of financial goals of spending, ute to wealth-building. a personal budget, includ- saving, and sharing. ing income, planned saving, Given a scenario, design a taxes, and fixed and variable personal budget for a young expenses. person living alone. Given a household case study, Analyze how changes in calculate percentages for major circumstances can affect a expense categories. personal budget. 4th grade student can: 8th grade student can: High school graduate can: Standard 2 Prepare a personal property Set up a file system for house- Develop a filing system for Develop a system for inventory, including locations hold product information keeping financial records, both keeping and using and estimates of value. and warranties and financial paper and electronic. financial records. documents such as receipts and Describe recordkeeping fea- account statements. tures that financial institutions provide for online account management.
  17. 17. 14 Planning and Money 4th Grade 8th Grade 12th Grade Management Expectations Additional Expectations Additional Expectations Standard 3 4th grade student can: 8th grade student can: High school graduate can: Describe how to use Describe different types of Discuss the advantages and Demonstrate skill in basic finan- different payment local financial institutions and disadvantages of different pay- cial tasks, including scheduling methods. explain the differences between ment methods, such as stored- bill payments, writing a check, them. value cards, debit cards, and reconciling a checking/debit online payment systems. account statement, and moni- Explain how checks and debit toring printed and/or online ac- and credit cards work as pay- Compare the features and costs count statements for accuracy. ment methods. of a checking account and a debit card offered by different local financial institutions. Compare the costs of cashing a third-party check at various lo- cal financial institutions, includ- ing a check-cashing service. Standard 4 4th grade student can: 8th grade student can: High school graduate can: Apply consumer skills Compare prices for the same Explain the relationship be- Apply comparison shopping to purchase decisions. item at two different stores. tween spending practices and skills to purchasing decisions. achieving financial goals. Apply systematic decision Given a personal finance making to a personal age- Give examples of how external scenario for a family of four, appropriate purchase. factors, such as marketing and describe how to apply system- advertising techniques, might atic decision making to choose Explain how peer pressure can influence spending decisions among alternative consumer affect spending decisions. for different individuals. actions. Given an age-appropriate Compare the benefits and costs scenario, describe how to use of owning a house versus rent- systematic decision making ing housing. to choose among courses of Explain the elements of a action that include a range of standard apartment lease spending and non-spending agreement. alternatives. Describe the effect of inflation on buying power.
  18. 18. 15 4th Grade 8th Grade 12th Grade Planning and Money Expectations Additional Expectations Additional Expectations Management 4th grade student can: 8th grade student can: High school graduate can: Standard 5 Identify a private charitable Determine whether charitable Use online charity-rating Consider charitable organization and the people it giving fits one’s budget and, if organizations to compare giving. serves. so, how much is appropriate. information about specific charities, such as the per- centage of money spent on programs versus salaries and fundraising. 4th grade student can: 8th grade student can: High school graduate can: Standard 6 Give examples of household Explain the difference, with Discuss the factors that affect Develop a personal assets. examples, between assets and net worth. financial plan. liabilities. Explain the difference, with ex- Given a simplified case study, amples, between cash inflows construct a net worth (including income) and cash statement. outflows (including expense). Explain the difference between a cash flow statement and a budget. Given a simplified case study, construct a cash flow statement. Develop, monitor, and modify a personal financial plan, includ- ing goals, net worth statement, cash flow statement, insurance plan, investing plan, and a budget.
  19. 19. 16 Planning and Money 4th Grade 8th Grade 12th Grade Management Expectations Additional Expectations Additional Expectations Standard 7 4th grade student can: 8th grade student can: High school graduate can: Examine the purpose Identify an item that a house- Research the age at which an Identify the individuals and/or and importance of a hold member has inherited. individual can write a valid will charitable organizations that will. in the state of residence. are potential beneficiaries of personal property. Describe the main components of a simple will and research Explain how the law in the the typical cost of having one state of residence specifies the drafted. disposition of an estate when there is no valid will. Explain the purpose and impor- tance of a “living will” (durable power of attorney for health care).
  20. 20. 17 Credit and Debt Overall Competency Maintain creditworthiness, borrow at favorable terms, and manage debt. 4th Grade 8th Grade 12th Grade Expectations Additional Expectations Additional Expectations 4th grade student can: 8th grade student can: High school graduate can: Standard 1 Explain the difference between Explain how debit cards differ Compare the cost of borrowing Identify the costs and buying with cash and buying from credit cards. $1,000 by means of different benefits of various with credit. consumer credit options. types of credit. Explain how interest rate and Describe the advantages and loan length affect the cost of Define all required credit card disadvantages of using credit. credit. disclosure terms and complete a typical credit card application. Explain why financial institu- Using a financial or online tions lend money. calculator, determine the total Explain how credit card grace cost of repaying a loan under periods, methods of interest Identify credit purchases that various rates of interest and calculation, and fees affect bor- adults commonly make. over different periods. rowing costs. Explain why using a credit card Give examples of “easy access” Using a financial or online cal- is a form of borrowing. credit. culator, compare the total cost of reducing a $1,000 credit Given an “easy access” loan card balance to zero with mini- amount and a two-week bor- mum payments versus above- rowing fee, calculate the inter- minimum payments. est rate for the loan period and its annual equivalent. Given a scenario, apply system- atic decision making to identify Discuss potential consequences the most cost-effective option of using “easy access” credit. for purchasing a car. Explain how students, home- Identify various types of student owners, and business owners loans and alternatives to loans use debt as an “investment.” as a means of paying for post- Explain the potential conse- secondary education. quences of deferred payment Identify various types of of student loans. mortgage loans and mortgage lenders.
  21. 21. 18 Credit and Debt 4th Grade 8th Grade 12th Grade Expectations Additional Expectations Additional Expectations Standard 2 4th grade student can: 8th grade student can: High school graduate can: Explain the purpose Describe the qualities that Explain why it is important to Describe the elements of a of a credit record and would be desirable in a person establish a positive credit credit score. identify borrowers’ who borrows a favorite per- history. Explain how a credit score af- credit report rights. sonal possession. Explain the value of credit fects creditworthiness and the Give examples of reasonable reports to borrowers and to cost of credit. conditions to set for the use of lenders. Explain the factors that improve borrowed personal property. Describe the information in a a credit score. Given a scenario, describe credit report and how long it is Identify organizations that steps that a person could take retained. maintain consumer credit to regain a lender’s trust after Give examples of permissible records. losing or damaging borrowed uses of a credit report other personal property. Explain the rights that people than granting credit. have to examine their credit reports. Analyze the information contained in a credit report, indicate the time that certain negative data can be retained, and describe how to dispute inaccurate entries. Discuss ways that a nega- tive credit report can affect a consumer’s financial future.
  22. 22. 19 4th Grade 8th Grade 12th Grade Credit and Debt Expectations Additional Expectations Additional Expectations 4th grade student can: 8th grade student can: High school graduate can: Standard 3 List ways to avoid credit Give examples of legal and il- Describe possible consequences Describe ways to problems, including not legal debt collection practices. of excessive debt. avoid or correct credit overspending. problems. Identify possible indicators of List actions that a consumer excessive debt. could take to reduce or better manage excessive debt. Evaluate various credit counsel- ing services. Describe the purpose of bank- ruptcy and its possible effects on assets, employability, and credit cost and availability. Given a scenario, write a bill- ing dispute letter that states the problem, asks for specific action, includes references to copies of related documents, and provides contact information. Describe debtors’ and creditors’ rights related to wage garnish- ment and repossession when an overdue debt is not paid. 8th grade student can: High school graduate can: Standard 4 Give examples of protections Summarize consumer credit Summarize major derived from consumer credit laws and the protections that consumer credit laws. laws. they provide. Research online and printed sources of up-to-date informa- tion about consumer credit rights.
  23. 23. 20 Risk Management and Insurance Overall Competency Use appropriate and cost-effective risk management strategies. 4th Grade 8th Grade 12th Grade Expectations Additional Expectations Additional Expectations Standard 1 4th grade student can: 8th grade student can: High school graduate can: Identify common types Give examples of risks that indi- Discuss the relationship be- Give examples of how people of risks and basic viduals and households face. tween risk and insurance. manage risk through avoid- risk management ance, reduction, retention, and Given an age-appropriate Explain how insurance deduct- methods. transfer. activity such as riding a bicycle, ibles work. analyze how to reduce and Explain how to self-insure and Determine how to evaluate an avoid different kinds of risk. give examples of circumstances extended warranty. in which self-insurance is appropriate. Recommend insurance for the types of risks that young adults might face.
  24. 24. 21 4th Grade 8th Grade 12th Grade Risk Managment and Expectations Additional Expectations Additional Expectations Insurance 4th grade student can: 8th grade student can: High school graduate can: Standard 2 List valuable items that house- Identify the types of insurance Differentiate among the main Explain the purpose holds commonly own. that might cover accidental types of auto insurance and importance of damage to another person’s coverage. property and liability Describe how valuable items property. insurance protection. might be damaged or lost and List factors that can increase or ways to protect them. Give examples of the kinds of reduce auto insurance expenses that a typical auto premiums. insurance policy covers. Determine the legal minimum Give examples of the kinds of amounts of auto insurance expenses that a typical renter’s coverage required in one’s state policy and a typical homeown- of residence and recommend er’s policy cover. optimal amounts. Identify the factors that influ- Given a scenario, calculate the ence the cost of insurance for amount paid on an insurance vehicles and housing. claim after applying exclusions and deductibles. Compare the costs of auto insurance for the same vehicle, given two different deductibles and two different liability cover- age limits. Explain the benefits of renter’s insurance and compare policies from different companies.
  25. 25. 22 Risk Management and 4th Grade 8th Grade 12th Grade Insurance Expectations Additional Expectations Additional Expectations Standard 3 4th grade student can: 8th grade student can: High school graduate can: Explain the purpose Explain why people need health List the main threats to house- Analyze the conditions under and importance of insurance. hold income and assets. which young adults need life, health, disability, health, and disability insurance. Give examples of the kinds of and life insurance expenses that health insurance Identify government programs protection. can cover. that provide financial assistance for income loss due to illness, Describe the purpose of disabil- disability, or premature death. ity insurance. Compare sources of health and Explain the primary purpose of disability insurance coverage, life insurance and the charac- including employee benefit teristics of people who need it plans. most. Explain the purpose of long- term care insurance.
  26. 26. 23 Saving and Investing Overall Competency Implement a diversified investment strategy that is compatible with personal goals. 4th Grade 8th Grade 12th Grade Expectations Additional Expectations Additional Expectations 4th grade student can: 8th grade student can: High school graduate can: Standard 1 Describe the advantages and Give examples of how saving Describe the advantages and dis- Discuss how saving disadvantages of saving for a money can improve financial advantages of saving for short-, contributes to financial short-term goal. well-being. medium-, and long-term goals. well-being. Describe ways that people can Describe the advantages and Identify and compare saving cut expenses to save more of disadvantages of saving for strategies, including “paying their incomes. short- and medium-term goals. yourself first,” using payroll deduction, and comparison Explain the value of an emer- shopping to spend less. gency fund. Develop a definition of wealth Explain why saving is a prereq- based on personal values, uisite to investing. priorities, and goals.
  27. 27. 24 Saving and Investing 4th Grade 8th Grade 12th Grade Expectations Additional Expectations Additional Expectations Standard 2 4th grade student can: 8th grade student can: High school graduate can: Explain how invest- Give an example of an invest- Apply systematic decision Identify and compare strategies ing builds wealth and ment and explain how it can making to determine when for investing, including partici- helps meet financial grow in value. to invest cash not needed for pating in a company retirement goals. short-term spending or plan. emergencies. Describe the effect of inflation Define the time value of money on investment growth. and explain how small amounts Given rate of return, and of money invested regularly years, use a financial or online over time grow exponentially. calculator to figure (a) the end Use the Rule of 72 to esti- value of an invested lump sum mate the time or interest rate and (b) the lump sum needed needed to double an amount to reach a specific investment of money. goal. Calculate and compare simple Given rate of return, years, and interest and compound inter- frequency, use a financial or est earnings and explain the online calculator to figure (a) benefits of a compound rate of the end value of an invested return. periodic amount and (b) the periodic amount needed to Determine the average, me- reach a specific investment dian, or estimated costs of a goal. four-year college education, a wedding, a new business start- Explain the relative importance up, and the down payments on of the following sources of a new car and a house. income in retirement: Social Security, employer retirement Devise a periodic investment plans, and personal plan for accumulating the investments. money for a four-year college education, a wedding, a new Explain why games of chance business startup, and the down are not good investments for payments on a new car and a building wealth. house.
  28. 28. 25 4th Grade 8th Grade 12th Grade Saving and Investing Expectations Additional Expectations Additional Expectations 4th grade student can: 8th grade student can: High school graduate can: Standard 3 List the advantages of investing Explain how stocks and bonds Discuss common types of in- Evaluate investment money with a financial differ as investments. vestment risk. alternatives. institution. Compare investing in individual Compare the risks and returns Give an example of an invest- stocks and bonds with investing of various investments. ment that allows relatively in stock or bond mutual funds. Calculate investment growth quick and easy access to funds. Compare the investment given different amounts, times, Compare the main features of potential of stocks, bonds, and rates of return, and frequency interest-earning accounts at real estate to collectibles and of compounding. local financial institutions. precious metals. Describe the benefits of a diver- Explain how inflation affects sified investment portfolio. investment returns. Identify the appropriate types Explain how to match invest- of investments to achieve the ments to financial goals. objectives of liquidity, income, and growth. Identify the appropriate types of investments for accumulat- ing the money for a four-year college education, a wedding, a new business startup, the down payments on a new car and a house, and retirement. Use systematic decision making to select an investment.
  29. 29. 26 Saving and Investing 4th Grade 8th Grade 12th Grade Expectations Additional Expectations Additional Expectations Standard 4 4th grade student can: 8th grade student can: High school graduate can: Describe how to buy Compare the rates of return Identify and describe various Analyze how economic and and sell investments. on basic savings accounts at sources of investment informa- business factors affect the mar- different financial institutions. tion, including prospectuses, ket value of a stock. online resources, and financial Compare the investment publications. objectives and historical rates Interpret the financial market of returns in two mutual fund quotations of a stock and a prospectuses. mutual fund. Compare the advantages and Research and track a publicly disadvantages of buying and traded stock and record daily selling investments through market values between two various channels, including specified dates. financial advisors, investment clubs, and online brokers. Describe the benefits of dollar- cost averaging and calculate the average cost per share of investments using this strategy. Standard 5 8th grade student can: High school graduate can: Explain how taxes Identify the income tax–free Compare the returns of taxable affect the rate of earnings limit for an investor investments with those that are return on investments. under the age of 18. tax-exempt or tax-deferred. Identify the tax rate for Contrast the benefits of a tradi- dividends. tional IRA versus a Roth IRA. Describe the advantages pro- vided by employer-sponsored retirement savings plans, includ- ing 401(k) and related plans. Standard 6 8th grade student can: High school graduate can: Investigate how Explain how deposit insurance Explain how federal and state agencies that regu- protects investors. regulators protect investors. late financial markets protect investors.
  30. 30. 27 Knowledge Statements These statements show relationships among The statements are by no means an exhaustive the key concepts underlying the standards and outline of personal finance instruction. They expectations. They provide further guidance for merely suggest the scope of, and relationships publishers as they develop and revise curricula among, the topics that the standards cover. and for educators as they select classroom ma- terials and plan lessons. Financial Responsibility and Decision Making Overall Competency Apply reliable information and systematic decision making to personal financial decisions. 4th Grade 8th Grade 12th Grade Students will know that: Students will exhibit grade 4 Students will exhibit grades 4 and 8 knowledge, plus: knowledge, plus: 1. People make choices 1. Financial choices that people 1. Financially responsible indi- because they have limited make have benefits, costs, viduals accept the fact that financial resources and can- and future consequences. they are accountable for not have everything they their financial futures. 2. A key to financial well- want. being is to spend less than 2. Attitudes and values affect 2. A first step toward reaching you earn. financial decisions. financial goals is to identify 3. A consumer should not rely 3. Financial advice is available wants/needs and rank them on advertising claims as the from a variety of sources, in order of importance. sole source of information such as professional finan- 3. Systematic decision mak- about goods and services. cial advisors, books, and the ing can help people make Internet. 4. Comparison shopping helps money choices. consumers get the best 4. Many factors, such as role 4. To make a decision, care- value for their money. models and peer pressure, ful consumers compare the affect spending patterns. benefits and costs of spend- ing alternatives. 5. Information about goods and services comes from many sources. 6. Every spending decision has an opportunity cost.
  31. 31. 28 Income and Careers Overall Competency Use a career plan to develop personal income potential. 4th Grade 8th Grade 12th Grade Students will know that: Students will exhibit grade 4 Students will exhibit grades 4 and 8 knowledge, plus: knowledge, plus: 1. People can acquire income 1. People can earn income 1. People’s income reflects in several ways, including from rent and interest. choices they have made wages, salaries, and money about jobs and careers, 2. Wages/salaries minus payroll gifts. education, and skill deductions equal take-home development. 2. Income can be earned or pay. unearned. 2. The wages/salaries paid for 3. Inflation reduces the pur- a given job depend on a 3. Workers can improve their chasing power of income. worker’s skills and educa- ability to earn income by 4. Government transfer pay- tion, plus the importance of gaining new knowledge, ments provide unearned in- the work to society and the skills, and experiences. come to some households. supply of and demand for 4. Many workers receive em- qualified workers. 5. Generally, people earn ployee benefits in addition higher incomes with higher 3. Social Security and Medicare to their pay. levels of education. are government programs 5. Entrepreneurs, who work that provide insurance for themselves by starting against some loss of income new businesses, hope to and benefits to eligible earn a profit, but accept the recipients. risk of a loss. 4. Social Security and Medicare are funded by a compulsory payroll tax. 5. People pay taxes on many types of income, such as wages or salaries, interest, dividends, capital gains, tips, commissions, and profit from a self-owned business. 6. Deductions, exemptions, and credits reduce taxable income.
  32. 32. 29 Planning and Money Management Overall Competency Organize personal finances and use a budget to manage cash flow. 4th Grade 8th Grade 12th Grade Students will know that: Students will exhibit grade 4 Students will exhibit grades 4 and 8 knowledge, plus: knowledge, plus: 1. A budget is a plan for us- 1. People perform basic finan- 1. Formal complaints and ing income productively, cial tasks to manage money. government/community including spending, sharing, agencies can help consum- 2. A budget identifies expected and setting money aside for ers resolve problems with income and expenses, future expenses. goods and services. including saving, and serves 2. People pay for goods and as a guide to help people 2. A personal financial plan services in different ways. live within their income. should include the following components: financial goals, 3. People are required to pay 3. Some payment methods are a net worth statement, an taxes, for which they receive more expensive than others. income and expense record, government services. an insurance plan, a saving and investing plan, and a budget. 3. Legal documents, such as wills, are an important part of financial planning.
  33. 33. 30 Credit and Debt Overall Competency Maintain creditworthiness, borrow at favorable terms, and manage debt. 4th Grade 8th Grade 12th Grade Students will know that: Students will exhibit grade 4 Students will exhibit grades 4 and 8 knowledge, plus: knowledge, plus: 1. Credit is a basic financial 1. Comparing the costs and 1. Leasing, borrowing to buy, tool. benefits of buying on credit and rent-to-own options is key to making a good have different contract 2. Borrowing money to buy purchase decision. terms and costs. something usually costs more than paying cash 2. For any given loan amount 2. Making minimum payments because there is a fee for and interest rate, the longer on credit card balances credit (interest). the loan period, the smaller increases the total cost and the monthly payment and repayment time. 3. Responsible borrowers the larger the total cost of repay as promised, showing 3. Understanding credit card credit. that they are worthy of get- disclosure information is key ting credit in the future. 3. Consumers can choose from to controlling borrowing a variety of credit sources. costs. 4. Credit bureaus maintain 4. Consumers with excessive credit reports, which record debt have a number of op- borrowers’ histories of tions, including loan consoli- repaying loans. dation and renegotiation of repayment schedules. 5. Sometimes people borrow more money than they can 5. Bankruptcy provides debt re- repay, which can have con- lief, but has serious negative sequences such as the repos- consequences. session and garnishment. 6. Negative information in credit reports can affect your financial future. 7. Laws and regulations offer specific protections for borrowers.
  34. 34. 31 Risk Management and Insurance Overall Competency Use appropriate and cost-effective risk management strategies. 4th Grade 8th Grade 12th Grade Students will know that: Students will exhibit grade 4 Students will exhibit grades 4 and 8 knowledge, plus: knowledge, plus: 1. Risk is a part of daily life. 1. Risk management strategies 1. People purchase insurance include risk avoidance, risk to transfer the risk of finan- 2. People have choices for control, and risk transfer cial loss. dealing with risk. through insurance. 2. Online transactions can 2. Laws and regulations exist make consumers vulnerable to protect consumers from to privacy infringement and a variety of seller and lender identity theft. abuses.
  35. 35. 32 Saving and Investing Overall Competency Implement a diversified investment strategy that is compatible with personal goals. 4th Grade 8th Grade 12th Grade Students will know that: Students will exhibit grade 4 Students will exhibit grades 4 and 8 knowledge, plus: knowledge, plus: 1. People save for future finan- 1. Saving means setting 1. Employer-sponsored savings cial goals. income aside for emergen- plans enable workers to shift cies and immediate needs. some current income to the 2. Every saving decision has an Investing means putting future, often with tax opportunity cost. money to work earning advantages. 3. Banks, savings and loan as- more money for the future. 2. Generally, the more uncertain sociations, and credit unions Funds for investing often the future value of an asset, are places people can invest come from current income the greater the return. money and earn interest. not spent. 3. Tax-exempt and tax-deferred 4. Piggy banks are places to 2. Investments differ in their investments significantly hold savings. Savings ac- potential rate of return, increase an investor’s total counts and savings bonds liquidity, and level of risk. return over time. are ways to earn money 3. There is usually a positive from income not spent. 4. Wealth increases with regular relationship between the investment, time, and fre- average annual return on an quent compounding. investment and its risk. 5. Diversification reduces risk 4. Compound interest is by spreading assets among money earned on both prin- several types of investments cipal and previously earned and industry sectors. interest. 6. Dollar-cost averaging lowers 5. Inflation reduces the return investment costs over time and on an investment. promotes regular investing. 6. The Rule of 72 is a tool for 7. Mutual funds pool investors’ estimating the time or rate deposits to purchase securities. of return required to double a sum of money. 8. Government agencies, such as the U.S. Securities and 7. Investors can get informa- Exchange Commission, Federal tion from many sources. Deposit Insurance Corporation, 8. People can buy and sell in- and state regulators, oversee vestments in different ways. the securities and banking industries and combat fraud.

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