CEE’s Annual Financial and Economic Literacy Conference kicks off in Dallas this Wednesday, and the media is already starting to buzz about our exciting speakers and sessions. The Dallas Morning News spoke with our CEO and President Nan J. Morrison and Laura Ewing, chief executive of the Texas Council on Economic Education, about the importance of teacher training to improving students’ financial literacy, and what we are doing to move the needle. Click here for the full article.
Educators, Experts, Economic Leaders Convene in Dallas for 53rd Annual Financial and Economic Literacy Conference
Council for Economic Education to Host 500+ Attendees at Annual Conference
DALLAS, TX (September 23, 2014) - The U.S. ranks square in the middle of the pack and far below expectations in financial literacy, according to recently released data from the OECD Programme for International Student Assessment (PISA). But fortunately, there are a growing number of educators, organizations and experts who are working to raise the bar for financial literacy education—and many of them will convene in Dallas next month for the 53rd Annual Financial and Economic Literacy Conference. Read more…
- Iowa Gov. Terry Branstad is considering recommendations made by a team reviewing the state’s current financial literacy courses.
- One suggestion was updating the state’s current standards so that the financial literacy benchmarks would be clearer and more appropriate for measuring mastery. Until these revisions are made, educators will continue having flexibility in how financial literacy is taught.
- Iowa is one of only a handful of states that require financial literacy courses.
According to the Council for Economic Education, while all 50 states and the District of Columbia include economics in their K–12 standards, less than half make economics a required course for graduation. More specifically, only 17 require students to take personal finance courses. While educators spend a lot of energy on STEM courses and other technologies of the future, it would seem equally important to discuss money with students. Not only is money management a necessary adult skill, but poverty can contribute greatly to achievement levels. Schools have an opportunity to teach skills that students may not be receiving at home, but could make a massive difference in curbing generational monetary mismanagement.
As Branstad explained, “Financial skills are essential. Which is why they are included in Iowa’s academic standards. We know our children need to be financially literate in order to have a bright and successful future.”
This summer, the OECD released the results of the Program for International Student Assessment (PISA) exam in financial literacy, administered to 15-year-olds in 18 countries including the US. As we previously reported in CEE In The News: US Teens Fall Behind in International Financial Literacy Exam, the results were somewhat underwhelming, with American students placing in the middle of the pack. But encouragingly, the data has sparked an ongoing dialogue in the media, and continues to promote a national conversation.
Many of these articles have cited the Council for Economic Education’s Survey of the States in support of financial literacy; here are a few of the highlights:
CEE’s Blog Series on Teaching Techniques delivers teaching ‘best practices’ from practitioners in the field. These K-12 teachers from all over the United States present their proven tactics and techniques that keep their students interested and engaged in learning economics and personal finance concepts and lessons. Part 8 of 8.
Lisa Bender from Southern Garret High School in Oakland, Maryland, has spent her career teaching economics fusing it with her other passion, immersive technology for the classroom. For her, economics lessons come alive when they are paired with the ground breaking information found on web portals and discovered with easy to use platforms such as tablets. With these tools, Ms. Bender is able to teach complementary lessons on economics and digital citizenship by showing students what tools to use and how to use them responsibly.
This completes CEE’s new Blog Series, Teaching Techniques: Classroom Innovation on Economic Education. Keep checking back for more weekly updates on our blog!
CEE’s Blog Series on Teaching Techniques delivers teaching ‘best practices’ from practitioners in the field. These K-12 teachers from all over the United States present their proven tactics and techniques that keep their students interested and engaged in learning economics and personal finance concepts and lessons. Part 7 of 8.
Mary Neely from Orchard Grove Elementary in Frederick, Maryland, incorporated singing into her classroom help her students to grasp economics concepts. By serving as an example of combining music and economics, Ms. Neely inspired students (singers and non-singers alike) to create their own individual pieces of music, using concepts they learned and implementing them their own way, proving that they understood what was taught.
Stay tuned for the next edition of CEE’s new Blog Series, Teaching Techniques: Classroom Innovation on Economic Education on August 27th, 2014.