Just released! The 2022 Survey of the States. View the survey here!

Policy and Advocacy

As the national leader in the field of economic and financial literacy education, CEE works to promote legislation and education policies at the federal and state levels which will support high quality professional development programs for highly effective teachers, internationally competitive standards for student learning, and rigorous assessments and measurement criteria for both teachers and students that hold schools accountable for the achievement of all students.  To attain these goals, CEE works with like-minded organizations at the national level to leverage our strengths and those of our partners and build a stronger voice to advocate for better and greater school-based instruction in economics and financial literacy.

CEE strongly believes that economic knowledge and financial literacy are core skills for college- and career-readiness.  All students deserve the opportunity to develop the economic way of thinking before graduating high school.  In the long run, CEE strives for high school course requirements in economics and personal finance in all 50 states and the District of Columbia. We publish a biennial report, the Survey of the States, that brings attention to the critical importance of economics and personal finance education by documenting its status in the United States. At the state level, CEE works with affiliated state councils to support advocacy efforts related to the development and implementation of standards and course requirements. We’ve created an Advocacy Tool Kit to help with those efforts.


Recent Accomplishments

Arizona enacted legislation to instruct the superintendent of Public Instruction (SPI) to establish a State Seal of Personal Finance Proficiency Program to recognize public school graduates who have attained a high level of proficiency in personal finance.

Florida introduced legislation to require a stand-alone financial literacy course for graduation; the bill requires child transition plans to address financial literacy by providing specified information. The transition plan must address specific options for the child to use in obtaining services, including housing, health insurance, education, financial literacy, a driver license, and workforce support and employment services.

Iowa added one-half unit of personal finance literacy. All students will soon have to complete at least one-half unit of personal finance literacy as a condition of graduation. The curriculum will address: savings, including emergency fund, purchases, and wealth building, understanding investments, including compound and simple interest, liquidity, diversification, risk return, ratio, certificates of deposit, money market accounts, single stocks, bonds, mutual funds, rental real estate, annuities, commodities, mortgages, wealth building and more.

Kentucky created a new section of KRS Chapter 158 to require the Department of Education to develop academic standards for a financial literacy program to be implemented by each public high school; Kentucky now requires the financial literacy program to be completed for high school graduation;

In Massachusetts, the Senate passed a bill to establish K-12 financial literacy standards; The components of personal financial literacy covered in the standards and objectives shall include: understanding loans, borrowing money, interest, credit card debt, and online commerce; rights and responsibilities of renting or buying a home; saving, investing and planning for retirement; banking and financial services; balancing a checkbook; state and federal taxes; paying for post secondary education; and charitable giving.

North Carolina introduced legislation that would require one semester personal finance and economics course for graduation, and would earmark funds for professional development for more than 2,000 teachers

Rhode Island introduced legislation requiring students to demonstrate proficiency in personal finance prior to graduation and requiring the department of elementary and secondary education secondary education to develop curricular material on financial literacy. The material and guidelines should include how money works in the world; how someone earns it; how that person manages it; how that person invests it; and how that person donates it to help others.