Click here to read Dan Kadlec’s latest article in Moneyland–we always appreciate his recognition of the work that we do.
Three times a year the Council for Economic Education releases the CEE Report, highlighting our new and noteworthy events, programs and partnerships, including pilot programs and joint ventures with key supporters.
“The National Economics Challenge is an extremely valuable program that increases my students’ enthusiasm for learning economics. Through participation in the competition, my students gain the economic knowledge and skills to become more informed consumers, investors, employees and voting citizens.”
- Michelle Foutz
High School teacher and National Economics Challenge coach, Carmel, IN
In This Issue
10,200 Students Participate in the 2013 National Economics Challenge
Note from Nan
Reinvigorated NJ Council Reaches Students, Teachers and Businesses through Personalized Professional Development
CEE Partners With NAF to Reach More Students
Connecting the Common Core to Economics and Personal Finance
New National Standards for Financial Literacy
Gen i Revolution Goes Mobile
Celebrating Financial Literacy Month Across the Country
Teachers Share Their Best Personal Finance Tips in Our Video Contest
52nd Annual Financial Literacy and Economic Education Conference Goes to Baltimore in 2013
Double Your Impact Through CEE’s $175,000 Challenge Grant
The 2013 CEE Visionary Awards
The new National Standards for Financial Literacy, developed by CEE in conjunction with a team of experienced and talented economists, education specialists at Federal Reserve banks, and financial education researchers, provide a framework for teaching personal finance in kindergarten through 12th grade. The standards will assist educators and school districts to build a framework for teaching financial literacy in your school.
The standards contain the areas of knowledge and understanding that are fundamental to personal finance:
- Earning Income
- Buying Goods and Services
- Using Credit
- Financial Investing
- Protecting and Insuring
Each of these six standards includes benchmarks outlining what a student should be able to understand and examples at the 4th, 8th and 12th grade levels of how the student might demonstrate this understanding. The benchmarks also emphasize decision-making skills by explicitly relating planning and goal setting, financial decision making, and assessing outcomes to each standard.
Watch our short video for an introduction to the new standards. Download a free copy here.
From Education Week: Financial Literacy Standards Rolled Out for K-12
Recognizing the need for kids to be smarter about how they manage their money, the Council on Economic Education released the National Standards for Financial Literacy for K-12 education.
Developed by economists, education specialists at Federal Reserve banks, and financial education researchers, the benchmarks are intended to provide a framework of essential knowledge that 4th, 8th, and 12th graders should master to be savvy financial consumers.
Read the full report here.
“In coming weeks and months, a new set of standards for financial literacy will cross the desks of educators across the country. The hope is that schools will embrace these guideposts and begin to wedge money lessons into students’ daily activities.
The Council for Economic Education, a nonprofit promoting financial education, developed the new standards at the request of and with input from educators at all levels. “We have a specific plan to go state by state and get these implemented,” says Nan Morrison, CEO of the council.”
Read the full story here.
By Scott Wolla, Senior Economic Education Specialist, Federal Reserve Bank of St.Louis.
In a general sense, to be “literate” is to have knowledge or skill in a particular field. So literacy in reading, for instance, involves developing the skill of reading. If you are literate in this sense, you can read a novel by Charles Dickens, your local newspaper, or a comic book. But it does not usually involve the student memorizing facts about reading, such as how many books the typical child reads (or should read) in a given year. While those facts might have value, they probably have little value for learners. Read more…