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K-12 Financial Education Graduation Requirement Implementation Position Papers 

The field of financial education continues to have tremendous growth in access, quality and impact. In 2018, only five states had a financial education requirement for students to graduate high school, and since the end of 2020, additional states have passed legislation. NEFE and our partners are encouraged by this positive, bipartisan momentum because it means that hundreds of thousands of students across the country will have access to financial education before they graduate high school.

Passing a financial education graduation requirement policy is progress, but it is only the first step of the process. Once a requirement has been set in motion, states have many considerations to work through to make financial education effective and impactful. The policymakers and administrators who are tasked with implementing a new requirement are often given little guidance on the "how". For the states that first passed these requirements—when the concept was novel—the answers to questions around implementation were less clear. As more states passed and implemented their requirements, more information became available to help guide states with these efforts. This series of papers aims to share some best practices, learnings and recommendations from conversations with states at various stages of implementation.

NEFE conducted multiple interviews with state officials and their nonprofit partners, aiming to assemble resources for states with newly passed requirements. From these interviews, NEFE determined the top four challenges and opportunities states face when transitioning from law to practice: Teacher Training, Curriculum and Resources, Partnerships and Collaboration, and Feedback and Evaluation. The following papers analyze each of these issues, looking at examples where states encountered challenges and found solutions on each front. While some questions remain outstanding, these papers aim to answer the questions of policymakers and administrators alike, with the goal of supporting the successful implementation of quality financial education courses in states across the country.

Explore the Papers

Acknowledgements

To help inform this paper, we spoke with individuals who worked in various areas of implementation in their respective states. These interviews provided valuable information as to the process each state took, and how the implementation process paved the way for the reality of this requirement on the ground today. Not all of the stances taken in these papers are reflective of the sentiment of the interviewees.

NEFE thanks the following for graciously giving their time to speak with us:

Jennifer Davidson, Ph.D., President, Nebraska Council on Economic Education
Sandy Wheat, Executive Director, North Carolina Council on Economic Edcuation
Selena Swartzfager, President, Mississippi Council on Economic Education
Brittany Griffin, Policy and Communications Deputy, Utah Office of State Treasurer
Susan Speirs, Co-President, Utah Jump$tart Coalition
Sydney Kobza, Assistant Director of Career and Technical Education, Nebraska Department of Education
David Anderson, President and CEO, W!SE
Lori Carlin, Ph.D., Section Chief: Social Studies and Art Education, North Carolina Department of Public Instruction
Phylisha Sanders, K-12 Social Studies Education Consultant, North Carolina Department of Public Instruction

NEFE also wants to thank the following individuals for both providing expertise and assisting in review and editing of these papers.

Carly Urban, Ph.D., Professor of Economics, Montana State University
Jennifer Davidson, Ph.D., President, Nebraska Council on Economic Education
John Pelletier, Director, Champlain College Center for Financial Literacy

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