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Click on a state to view its grade for Financial Literacy Education.

Alabama

  • Grade: F
  • Personal finance topics are included in the state’s educational guidelines but the state does not require that local school districts teach these topics (source CEE Survey)
  • No personal finance requirement, although personal finance may be taught at certain schools as an elective (Source:  JumpStart Survey)
  • In 2010, Alabama passed a law “urging” the department of education incorporate personal finance into curriculum for high schools seniors. (Source:  NCSL Summaries)

Alaska

  • Grade: F
  • Does not include personal finance topics in the state’s educational standards (Source:  CEE Survey)
  • No personal finance requirement, although personal finance may be taught at certain schools as an elective (Source:  JumpStart Survey)

Arizona

  • Grade: B
  • Requires personal finance instruction to be incorporated into other subject matter (Source:  JumpStart Survey)
  • Includes personal finance topics in the state’s K-12 instructional guidelines and requires local school districts to implement these standards. (Source:  CEE Survey)
  • Arizona requires an economics course that includes personal finance concepts beginning with the class of 2012. (Source:  JumpStart Survey)
  • Note: the JumpStart Survey indicates that a course with personal finance topics must be taken as a graduation requirement; however the CEE Survey does not identify this requirement.  The grade is based on the JumpStart data.

Arkansas

  • Grade: F
  • Personal finance topics are included in the state’s educational guidelines but the state does not require that local school districts teach these topics (source CEE Survey)
  • No personal finance requirement, although personal finance may be taught at certain schools as an elective (Source:  JumpStart Survey)
  • In 2002, Arkansas passed a law that provides assistance to school districts that want to offer personal finance in high schools. (Source:  NCLS Summaries)

California

  • Grade: F
  • Does not include personal finance topics in the state’s educational standards (Source:  CEE Survey)
  • No personal finance requirement, although personal finance may be taught at certain schools as an elective (Source:  JumpStart Survey)
  • In 2004 the state legislature "encouraged" and "urged" the relevant education officials to do something and like many other states they declared April financial literacy month.  Six financial literacy bills were vetoed by the Governor from 2006 through 2010.  Finally in 2011 they were able to establish a financial literacy fund that would accept private donations that could be used to promote financial literacy in California. (Source:  NCSL Summaries)

Colorado

  • Grade: B
  • Includes personal finance topics in the state’s K-12 instructional guidelines and requires local school districts to implement these standards. (Source:  CEE Survey)
  • Requires personal finance instruction to be incorporated into other subject matter (Source:  JumpStart Survey)
  • Colorado requires financial literacy topics to be included in the model content standards for mathematics.  Requires certain personal finance topics be tested as part of a math assessment tests given to all students.  Whenever something is subject to a statewide assessment it is much more likely to actually be taught in the classroom. (Source:  JumpsStart Survey)
  •  In 2005 Colorado also required the department of education to create and maintain a resource bank of material pertaining to financial literacy and to provide technical assistance to schools in the design of a financial literacy curriculum.  The also strongly encouraged all schools to make the completion of a financial literacy course a graduation requirement. (Source: NCSL Summaries)
  • Note:  JumpStart Survey indicates that student testing on personal finance is required but the CEE Survey does not identify this requirement.  The grade is based on the JumpStart data.

Connecticut

  • Grade: F
  • Personal finance topics are included in the state’s educational guidelines but the state does not require that local school districts teach these topics (source CEE Survey)
  • No personal finance requirement, although personal finance may be taught at certain schools as an elective (Source:  JumpStart Survey)
  • Since 2007 Connecticut legislators have introduced seven bills in an attempt to bring financial literacy into their schools.  All attempts have failed.  In 2009 the state passed a law allowing banks to open branches in school to help students learn about saving money. (Source:  NCSL Summaries)

Delaware

  • Grade: F
  • Personal finance topics are included in the state’s educational guidelines but the state does not require that local school districts teach these topics (source CEE Survey)
  • No personal finance requirement, although personal finance may be taught at certain schools as an elective (Source:  JumpStart Survey)
  • In 2008 the Delaware legislature passed a resolution making April financial literacy month.  In fourteen years only one bill was introduced to require personal finance education in the school system. (Source:  NCLS Summaries)

Florida

  • Grade: D
  • Includes personal finance topics in the state’s K-12 instructional guidelines and requires local school districts to implement these standards. (Source:  CEE Survey)
  • No personal finance requirement, although personal finance may be taught at certain schools as an elective (Source:  JumpStart Survey)
  • Florida created financial literacy council to make recommendation on how to increase the personal finance knowledge of the state’s citizens.  (Source NCSL Summaries)

Georgia

  • Grade: A
  • Includes personal finance topics in the state’s K-12 instructional guidelines, requires local school districts to implement these standards, requires financial literacy instruction as a high school graduation requirement and requires students be given assessment tests on financial literacy topics. (Source:  CEE Survey)
  • Requires personal finance instruction to be incorporated into other subject matter. (Source:  JumpStart Survey)
  • Personal finance education is provided within the “Let’s Make it Personal” social studies economics content standards and is required as a high school graduation requirement (Source:  JumpStart Survey)

Hawaii

  • Grade: F
  • Personal finance topics are included in the state’s educational guidelines but the state does not require that local school districts teach these topics (source CEE Survey)
  • No personal finance requirement, although personal finance may be taught at certain schools as an elective (Source:  JumpStart Survey)
  • The legislature in Hawaii created a Financial Literacy Education and Asset Building Task Force that made a variety of recommendations in 2010. (Source:  NCSL Summaries)

Idaho

  • Grade: A
  • Includes personal finance topics in the state’s K-12 instructional guidelines, requires local school districts to implement these standards, requires financial literacy instruction as a high school graduation requirement and requires students be given assessment tests on financial literacy topics. (Source:  CEE Survey)
  • Requires personal finance instruction to be incorporated into other subject matter. (Source:  JumpStart Survey)
  • Personal finance education provided within social studies economics content standards and is required for high school graduation (Source:  JumpStart Survey)

Illinois

  • Grade: B
  • Requires personal finance instruction to be incorporated into other subject matter (Source:  JumpStart Survey)
  • Includes personal finance topics in the state’s K-12 instructional guidelines, requires local school districts to implement these standards and requires financial literacy instruction as a high school graduation requirement. (Source:  CEE Survey)
  • Illinois requires that personal finance topics be covered in the consumer education course that is required by to be taken by all high school students. (Source:  JumpStart Survey) 
  • In 2006 the state created a financial literacy fund run by the treasurer for the promotion of personal finance in the state’s school system. (Source: NCSL Survey)

Indiana

  • Grade: C
  • Includes personal finance topics in the state’s K-12 instructional guidelines and requires local school districts to implement these standards. (Source:  CEE Survey)
  • Requires personal finance instruction to be incorporated into other subject matter (Source:  JumpStart Survey)
  • Indiana requires that personal finance be taught in grades 6-12 and has clearly defined standard for grade 8 and 12 based on the JumpStart Coalition’s highly regarded National Standards in K-12 Personal Financial Education. However, it is left to the local school districts to determine how and where to integrate these topics into the classroom.  (Source:  JumpStart Survey)

Iowa

  • Grade: C
  • Includes personal finance topics in the state’s K-12 instructional guidelines and requires local school districts to implement these standards. (Source:  CEE Survey)
  • No personal finance requirement, although personal finance may be taught at certain schools as an elective (Source:  JumpStart Survey)
  • Iowa, in 2008, passed a bill requiring all K-12 students to receive 21st Century Life skills such as civic, financial, health and technology literacy and employability skill.   They also have clearly defined key competencies at different grade levels.  However, it is left to the local districts to determine how and where to integrate these topics into the classroom. Iowa also created a financial literacy program for its citizens within the state’s treasurer’s office in 2010.  Iowa deserves credit for the quality of its standards. (Source NCSL Summaries)

Kansas

  • Grade: B
  • Includes personal finance topics in the state’s K-12 instructional guidelines. (Source:  CEE Survey)
  • Requires personal finance instruction to be incorporated into other subject matter (Source:  JumpStart Survey)
  • Kansas requires financial literacy topics to be included in the model content standards for mathematic.  These states require certain personal finance topics be tested as part of a math assessment tests given to all students.  Whenever something is subject to a statewide assessment it is much more likely to actually be taught in the classroom. (Source:  JumpStart Survey)
  • In 2003 Kansas required the Board of Education to develop curriculum, materials, and guidelines for local school boards to use in implementing a program on personal financial literacy. (Source:  NCSL Summaries)
  • Note:  The JumpStart Survey indicates that personal finance instruction is required to be implemented by the local school districts and that students testing on personal finance is required.  The CEE Survey does not identify these requirements.  The grade is based on the JumpStart Survey.

Kentucky

  • Grade: C
  • Includes personal finance topics in the state’s K-12 instructional guidelines and requires local school districts to implement these standards. (Source:  CEE Survey)
  • Requires personal finance instruction to be incorporated into other subject matter (Source:  JumpStart Survey)
  • Financial literacy is incorporated in the Practical Living/Vocational Studies program, beginning at the primary level and continuing all the way through high school. (Source:  Kentucky Department of Education Website: http://education.ky.gov/curriculum/ss/pages/financial-literacy-and-personal-finance.aspx)
  • Kentucky created a legislative committee on education to review economic education in the state’s public schools and was tasked with making recommendations to enhance economics and consumer education (Source: NCSL Summaries)
  • Note: the JumpStart Survey indicates that a course with personal finance topics must be taken as a graduation requirement; however the CEE Survey does not identify this requirement.  The grade is based on the JumpStart data.

Louisiana

  • Grade: A
  • Includes personal finance topics in the state’s K-12 instructional guidelines, requires local school districts to implement these standards, requires financial literacy instruction as a high school graduation requirement and requires students be given assessment tests on financial literacy topics. (Source:  CEE Survey)
  • Requires personal finance instruction to be incorporated into other subject matter. (Source:  JumpStart Survey)
  • Personal finance education is provided within a Free Enterprise course that is required for high school graduation.  (Source:  JumpStart Survey)
  • Louisiana created a Financial Literacy and Education Commission to promote personal finance education in their state and make recommendations. (Source NCSL Summaries)

Maine

  • Grade: D
  • Includes personal finance topics in the state’s K-12 instructional guidelines and requires local school districts to implement these standards. (Source:  CEE Survey)
  • No personal finance requirement, although personal finance may be taught at certain schools as an elective (Source:  JumpStart Survey)
  • Maine passed a law in 2007 that required that state treasurer to create a seminar to train teachers on how to bring personal finance into their K-12 classrooms and required the seminar to count toward a teacher’s continuing education requirement.  Maine also required the education commissioner to develop a program of technical assistance to promote financial literacy in secondary schools as part of required social studies and mathematics courses and to provide a report each year to local school boards and superintendents on the resources available to bring personal finance into the classroom. (Source:  NCSL Summaries)
  • Maine tapped into their unclaimed property fund (for example financial assets that escheat to the state) to help fund state financial literacy initiatives. (Source:  NCSL Summaries)

Maryland

  • Grade: D
  • Includes personal finance topics in the state’s K-12 instructional guidelines and requires local school districts to implement these standards. (Source:  CEE Survey)
  • No personal finance requirement, although personal finance may be taught at certain schools as an elective (Source:  JumpStart Survey)
  • Maryland’s legislature passed a resolution urging local school boards to incorporate personal finance into the curriculum and to make it a graduation requirement. Maryland also created a task force in 2008 to study how to improve financial literacy in the state.  In 2009 the state passed a law that implements financial literacy as an elective course as part of a pilot program at three high schools within Prince George’s County. (Source: NCSL Summaries)

Massachusetts

  • Grade: F
  • Personal finance topics are included in the state’s educational guidelines but the state does not require that local school districts teach these topics (source CEE Survey)
  • No personal finance requirement, although personal finance may be taught at certain schools as an elective (Source:  JumpStart Survey)
  • In Massachusetts more than 20 bills were introduced in the legislature since 2005 to require financial literacy to be taught in the schools with no success. (Source:  NCSL Summaries)

Michigan

  • Grade: D
  • Includes personal finance topics in the state’s K-12 instructional guidelines and requires local school districts to implement these standards. (Source:  CEE Survey)
  • No personal finance requirement, although personal finance may be taught at certain schools as an elective (Source:  JumpStart Survey)
  • Michigan passed a law in 2002 requiring the department of education to develop a model financial literacy program that can be integrated into the K-12 curriculum.  Michigan’s legislature also passed resolutions eight times recognizing April as financial literacy month. (Source:  NCSL Summaries)

Minnesota

  • Grade: D
  • Includes personal finance topics in the state’s K-12 instructional guidelines and requires local school districts to implement these standards. (Source:  CEE Survey)
  • No personal finance requirement, although personal finance may be taught at certain schools as an elective (Source:  JumpStart Survey)
  • Minnesota created a Ladder Out of Poverty Task Force that was tasked with providing financial literacy information to low-income families. (Source:  NCSL Summaries)

Mississippi

  • Grade: C
  • Includes personal finance topics in the state’s K-12 instructional guidelines, requires local school districts to implement these standards and requires a personal finance course to be offered as an elective in high schools but does not require that students take the course. (Source:  CEE Survey)
  • No personal finance requirement, although personal finance may be taught at certain schools as an elective (Source:  JumpStart Survey)

Missouri

  • Grade: A
  • Requires high school students take at least a one semester course devoted to personal finance. (Source:  JumpStart Survey)
  • Includes personal finance topics in the state’s K-12 instructional guidelines, requires local school districts to implement these standards and requires financial literacy instruction as a high school graduation requirement. (Source:  CEE Survey)

Montana

  • Grade: D
  • Includes personal finance topics in the state’s K-12 instructional guidelines and requires local school districts to implement these standards. (Source:  CEE Survey)
  • No personal finance requirement, although personal finance may be taught at certain schools as an elective (Source:  JumpStart Survey)

Nebraska

  • Grade: F
  • Personal finance topics are included in the state’s educational guidelines but the state does not require that local school districts teach these topics (source CEE Survey)
  • No personal finance requirement, although personal finance may be taught at certain schools as an elective (Source:  JumpStart Survey)
  • In 2012 Nebraska created a financial literacy fund, administered by the University of Nebraska, to provide assistance to nonprofit entities that offer financial literacy programs to K-12 students. (Source NCSL Summaries)

Nevada

  • Grade: C
  • Includes personal finance topics in the state’s K-12 instructional guidelines and requires local school districts to implement these standards. (Source:  CEE Survey)
  • Requires personal finance instruction to be incorporated into other subject matter (Source:  JumpStart Survey)
  • In 2009 the Nevada legislature required public high schools, including charter schools, to provide instruction in financial literacy to all students. However, it is left to the local school districts to determine how and where to integrate these topics into the classroom.  (Source:  NCSL Summaries, JumpStart Survey)  
  • Note: the JumpStart Survey indicates that a course with personal finance topics must be taken as a graduation requirement; however the CEE Survey does not identify this requirement.  The grade is based on the JumpStart data.

New Hampshire

  • Grade: B
  • Requires personal finance instruction to be incorporated into other subject matter (Source:  JumpStart Survey)
  • Includes personal finance topics in the state’s K-12 instructional guidelines and requires local school districts to implement these standards. (Source:  CEE Survey)
  • New Hampshire requires high school students to take an economics course that includes personal finance topics. (Source:  JumpStart Survey)
  • Note: the JumpStart Survey indicates that a course with personal finance topics must be taken as a graduation requirement; however the CEE Survey does not identify this requirement.  The grade is based on the JumpStart data.

New Jersey

  • Grade: B
  • Requires personal finance instruction to be incorporated into other subject matter (Source:  JumpStart Survey)
  • Includes personal finance topics in the state’s K-12 instructional guidelines, requires local school districts to implement these standards and requires financial literacy instruction as a high school graduation requirement. (Source:  CEE Survey)
  • New Jersey requires students to take a course covering financial, economic, business and entrepreneurial literacy. (Sources: JumpStart Survey and NCSL Summaries)
  • Prior to having a graduation requirement, New Jersey established a three-year pilot program at certain school districts to test the efficacy of a financial literacy course. (Source:  NCSL Summaries)
  • New Jersey passed a law in 2011 that authorized credit unions to take deposits from the state.  In exchange for the ability to be the state’s bankers, the credit unions who accepted these funds were required to spend money on financial literacy education based on a very specific formula tied to the assets deposited by the state at their institution. (Source:  NCSL Summaries)

New Mexico

  • Grade: C
  •  Does not include personal finance topics in the state’s educational standards (Source:  CEE Survey)
  • No personal finance requirement, although personal finance may be taught at certain schools as an elective (Source:  JumpStart Survey)
  • New Mexico (law passed in 2007) requires a personal finance elective course be offered in high school, does not require that students take the course. (Source:  NCSL Summaries)
  • New Mexico also allows a financial literacy course to be counted as one of the four math units required for high school graduation.  (Source: NCSL Summaries and independent research; also see:  http://ped.state.nm.us/ped/PEDDocs/GraduationFAQ2011.pdf )
  • Note:  The CEE Survey and the JumpStart Survey do not indicate that New Mexico high schools are required to offer personal finance instruction in an elective.  The grade is based on the NCSL Summaries and additional research.

New York

  • Grade: B
  • Requires personal finance instruction to be incorporated into other subject matter (Source:  JumpStart Survey)
  • Includes personal finance topics in the state’s K-12 instructional guidelines, requires local school districts to implement these standards and requires financial literacy instruction as a high school graduation requirement. (Source:  CEE Survey)
  • New York incorporates personal finance topics into a required high school course that also covers economics and free enterprise topics. (Source:  NCSL Summaries)

North Carolina

  • Grade: B
  • Requires personal finance instruction to be incorporated into other subject matter (Source:  JumpStart Survey)
  • Includes personal finance topics in the state’s K-12 instructional guidelines, requires local school districts to implement these standards and requires financial literacy instruction as a high school graduation requirement. (Source:  CEE Survey)
  • North Carolina incorporates personal finance topics into their required high school course on civics and economics. (Source:  JumpStart Survey)
  • North Carolina created a financial literacy fund to support personal finance education efforts in their schools and also created a financial literacy council tasked with coordinating and expanding the state’s delivery of financial education for all of its citizens. (Source:  NCSL Summaries)

North Dakota

  • Grade: D
  • Includes personal finance topics in the state’s K-12 instructional guidelines and requires local school districts to implement these standards. (Source:  CEE Survey)
  • No personal finance requirement, although personal finance may be taught at certain schools as an elective (Source:  JumpStart Survey)
  • North Dakota’s lower house of the legislature passed a resolution urging school districts to offer a course in financial literacy.  The state also passed a law requiring the state treasurer to promote financial literacy education. (Source:  NCSL Summaries)

Ohio

  • Grade: B
  • Requires personal finance instruction to be incorporated into other subject matter (Source:  JumpStart Survey)
  • Includes personal finance topics in the state’s K-12 instructional guidelines. (Source:  CEE Survey)
  • Beginning with the class of 2012, Ohio requires high schools to integrate financial literacy and economics within social studies classes, or another class. (Source: JumpStart Survey)
  • Ohio created a financial literacy fund to support adult financial education. (Source:  NCSL Summaries)
  • Note: the JumpStart Survey indicates that a course with personal finance topics must be taken as a graduation requirement; however the CEE Survey does not identify this requirement.  The grade is based on the JumpStart data.

Oklahoma

  • Grade: C
  • Includes personal finance topics in the state’s K-12 instructional guidelines and requires local school districts to implement these standards. (Source:  CEE Survey)
  • Requires personal finance instruction to be incorporated into other subject matter (Source:  JumpStart Survey)
  • Oklahoma passed a law in 2007 requiring that students be taught personal finance as a graduation requirement.  They do not indicate in what courses it should be taught, however the board of education notes that fourteen specific topics must be taught to students and made available to school districts a “Math of Finance” curriculum outline that could be used to meet this requirement. (Source:  JumpStart Survey and NCSL Summaries)

Oregon

  • Grade: D
  • Includes personal finance topics in the state’s K-12 instructional guidelines and requires local school districts to implement these standards. (Source:  CEE Survey)
  • No personal finance requirement, although personal finance may be taught at certain schools as an elective (Source:  JumpStart Survey)
  • Oregon in 2007 created a Task Force on Civics and Financial Education to make recommendations on how to improve K-12 personal finance. Their report notes that in 1997 the requirement for a standalone personal finance course was removed by the legislature. (Source:  NCSL Summaries and the Oregon Task Force report on Civics and Financial Education)

Pennsylvania

  • Grade: D
  • Includes personal finance topics in the state’s K-12 instructional guidelines and requires local school districts to implement these standards. (Source:  CEE Survey)
  • No personal finance requirement, although personal finance may be taught at certain schools as an elective (Source:  JumpStart Survey)
  • Pennsylvania passed a law in 2010 requiring the Department of Education (DOE) to disseminate economic education and personal financial literacy curriculum materials to public and private schools and to develop a clearinghouse of these resources on its web site.  A separate fund was created to support the implementation of this program.  The legislation required the DOE to recognize schools that implement exemplary economic and personal financial literacy programs.  This law also created a task force on economic education and personal financial literacy education to make recommendations on how to enhance personal finance education in the state.  The Pennsylvania’s legislature has also recognized April as financial literacy month seven times. (Source:  NCSL Summaries)

Rhode Island

  • Grade: F
  • Does not include personal finance topics in the state’s educational standards (Source:  CEE Survey)
  • No personal finance requirement, although personal finance may be taught at certain schools as an elective (Source:  JumpStart Survey)
  • Rhode Island’s legislature created a special legislative commission on personal finance and requested the department of education to create a task force on youth financial literacy. (Source:  NCSL Summaries)

South Carolina

  • Grade: B
  • Requires personal finance instruction to be incorporated into other subject matter (Source:  JumpStart Survey)
  • Includes personal finance topics in the state’s K-12 instructional guidelines and requires local school districts to implement these standards. (Source:  CEE Survey)
  • South Carolina provides personal finance education to be provided within social studies/economics class that is required for high school graduation. (Source:  JumpStart Survey) 
  • South Carolina created a fund that could receive public and private contributions for financial literacy instruction. (Source:  NCSL Summaries)
  • Note: the JumpStart Survey indicates that a course with personal finance topics must be taken as a graduation requirement; however the CEE Survey does not identify this requirement.  The grade is based on the JumpStart data.

South Dakota

  • Grade: B
  • Requires personal finance instruction to be incorporated into other subject matter (Source:  JumpStart Survey)
  • Includes personal finance topics in the state’s K-12 instructional guidelines, requires local school districts to implement these standards and requires financial literacy instruction as a high school graduation requirement. (Source:  CEE Survey)
  • South Dakota requires that an economics or personal finance course as a high school graduation requirement. (Source:  JumpStart Survey)

Tennessee

  • Grade: A
  • Includes personal finance topics in the state’s K-12 instructional guidelines, requires local school districts to implement these standards, requires financial literacy instruction as a high school graduation requirement and requires students be given assessment tests on financial literacy topics. (Source:  CEE Survey)
  • Requires high school students take at least a one semester course devoted to personal finance. (Source:  JumpStart Survey)
  • Tennessee created a Financial Literacy Commission to promote personal finance education in the state and make recommendations. (Source NCSL Summaries)

Texas

  • Grade: B
  • Requires personal finance instruction to be incorporated into other subject matter (Source:  JumpStart Survey)
  • Includes personal finance topics in the state’s K-12 instructional guidelines and requires local school districts to implement these standards. (Source:  CEE Survey)
  • Texas requires personal finance topics be covered within its high school graduation economics requirement. (Source:  JumpStart Survey)
  • Texas has passed laws (1) creating a financial literacy pilot program for up to 100 school districts and requiring a report be given to the legislature on the efficacy of this program; (2) requiring that mathematics courses include personal finance topics in grades K-8; (3) requiring that high school students be trained on how they can pay for college; and (4) requiring that the states’ collegiate institutions that graduate K-12 educators be required to offer a personal finance course. (Source:  NCSL Summaries)
  • Texas has assessed an annual fee on certain individuals and companies licensed by the state that participate in the financial services industry.  Such fees are used to help finance certain financial literacy education initiatives. (Source: NCSL Summaries) 
  • Note: the JumpStart Survey indicates that a course with personal finance topics must be taken as a graduation requirement; however the CEE Survey does not identify this requirement.  The grade is based on the JumpStart data.

Utah

  • Grade: A
  • Requires high school students take at least a one semester course devoted to personal finance. (Source:  JumpStart Survey)
  • Includes personal finance topics in the state’s K-12 instructional guidelines, requires local school districts to implement these standards and requires financial literacy instruction as a high school graduation requirement. (Source:  CEE Survey)
  • Utah requires public schools to give information to kindergarten students about the state’s financial literacy education requirements and information on how to open a Utah Educational Savings Plan account.  Utah also allows students to test out of the high school financial literacy course requirement. (Source:  NCSL Summaries)

Vermont

  • Grade: D
  • Includes personal finance topics in the state’s K-12 instructional guidelines and requires local school districts to implement these standards. (Source:  CEE Survey)
  • No personal finance requirement, although personal finance may be taught at certain schools as an elective (Source:  JumpStart Survey)
  • Vermont in 2008 created the Financial Literacy Trust Fund.  The Treasurer's Office is authorized to accept funding from a variety of sources to support financial literacy activities.  Vermont also has a fund that is that is maintained by the state’s Department of Financial Regulation (DFR) that is funded by certain civil penalties.  In 2010 the legislature changed how this fund is administered by the DFR.  The funds used to be exclusively for investment education and under the new law may be used to support the broader category of financial services education. (Source:  NSCL Summaries)

Virginia

  • Grade: A
  • Requires high school students take at least a one semester course devoted to personal finance. (Source:  JumpStart Survey)
  • Includes personal finance topics in the state’s K-12 instructional guidelines, requires local school districts to implement these standards and requires financial literacy instruction as a high school graduation requirement. (Source:  CEE Survey)
  • Virginia deserves extra credit for requiring all public colleges and universities in the state to make available financial literacy training for undergraduate students. (Source:  NCSL)

West Virginia

  • Grade: B
  • Requires personal finance instruction to be incorporated into other subject matter (Source:  JumpStart Survey)
  • Includes personal finance topics in the state’s K-12 instructional guidelines, requires local school districts to implement these standards and requires financial literacy instruction as a high school graduation requirement. (Source:  CEE Survey)
  • In West Virginia, personal finance education is provided within as a social studies/economics required high school course called Civics for the 21st Century. (Source:  JumpStart Survey)
  • West Virginia created a Consumer Education Fund, to promote financial literacy in the state, which is funded by a 10 percent of all civil penalties collected by the state’s Division of Banking.  (NCSL Summaries)

Wisconsin

  • Grade: C
  • Includes personal finance topics in the state’s K-12 instructional guidelines and requires local school districts to implement these standards. (Source:  CEE Survey)
  • No personal finance requirement, although personal finance may be taught at certain schools as an elective (Source:  JumpStart Survey)
  • Wisconsin created an Office of Financial Literacy in 2000.  In many ways Wisconsin’s state government is a national leader in financial literacy despite the lack of a high school requirement to teach personal finance as part of another course offering.  In 2010 the Governor's Council on Financial Literacy was created by executive order.  This group has given individuals and corporations awards for their financial literacy education activities and the Council also awards grant dollars.  The Council notes that 75% of Wisconsin school districts do not have a one semester financial literacy requirement.  For 10 years Wisconsin has had National Institute on Financial & Economic Literacy which has provided teacher training to more than 700 teachers and has and on-line teacher training program.  Wisconsin also created its nationally recognized Model Academic Standards for Personal Financial Literacy.  These standards were created for local school districts to use when implementing financial literacy curriculum into their classrooms.  (Source:  NCSL Summaries and independent research).

Wyoming

  • Grade: D
  • Includes personal finance topics in the state’s K-12 instructional guidelines and requires local school districts to implement these standards. (Source:  CEE Survey)
  • No personal finance requirement, although personal finance may be taught at certain schools as an elective (Source:  JumpStart Survey)
  • Wyoming’s legislature in 2005 passed a resolution recognizing the value of personal finance education to the citizens of its state. (NCSL Summaries)

The District of Columbia

Data not available for the District of Columbia


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