Now comes news in this Philadelphia Inquirer article that Dan Laughlin, a legislator in the Pennsylvania Senate has introduced a bill requiring high schools to teach a course on personal finance and to award academic credit to those who successfully complete the course. My reaction to the proposal is three-fold. First, of course this makes sense and causes me to wonder why it took so long. Second, of course there ought to have been this sort of course created and offered years ago and ought not have reached the point where the legislature must compel high schools to do this. Third, I think the list of topics that the bill requires to be taught – “understanding financial institutions, using money, learning to manage personal assets and liabilities, creating budgets, and any other factors that may assist an individual in this commonwealth to be financially responsible“ – isn’t long enough, or at least needs more specificity beyond the catch-all “other factors” language. The bill passed the state Senate unanimously, and is now in the state House of Representatives.
One question that has popped up is how the course would be funded. Laughlin claims that enactment of the proposal would be revenue neutral. Is that possible? Yes, if this course replaces another course taught by someone already on the high school faculty, or if someone already on the faculty opts to add the course to his or her workload. The likelihood of those things happening is far from certain.
Pennsylvania is not the first state to pass this sort of legislation. A handful of states do so, including New Jersey, which enacted a requirement that financial literacy be incorporated into the middle school curriculum. But schools need not wait for legislatures to command them to teach these sorts of courses. For example, according to the Philadelphia Inquirer article, two teachers at Aspira Olney High School in Philadelphia have been co-teaching a personal finance course for a few years, though they had to obtain a grant and seek donors to fund the course. One of the two had to write his own textbook for the course, which suggests that there is a shortage of appropriate materials for the course.
Teachers who need to learn how teach, or what to teach in, this sort of course can use resources provided by the Philadelphia Federal Reserve Bank, and in the process earn professional development credit. Perhaps those with business school degrees and those who took one or a few business courses could jump in more easily and more quickly.
There are those who might argue that this sort of education should be undertaken at home. Yes, that would be ideal. Even getting children started on some basic concepts while they are at home would be helpful. Unfortunately, there are many, perhaps too many, parents who themselves lack the understanding of these matters, let alone the ability to teach financial literacy to their children. I addressed this concern in A School Tax Question: So Whose Job Is It to Teach Financial Literacy? , in which I wrote:
The role of K-12 education is two-fold. It is to prepare students to live life, and to prepare students who wish to continue their education to do so. To prepare students to live life, the K-12 system needs to teach the things that ought to be known or understood by all citizens regardless of chosen profession. Financial literacy is one subject that comes to mind, along with civics, first aid, reading, writing, and arithmetic.My advice to K-12 educators throughout the nation is simple. Start teaching financial and tax literarcy before being compelled to do so by the legislature, because when and if the legislature decides to mandate these courses, it might inject itself into the process to a degree much more intense than you would prefer.