Sunday, March 30, 2014

New Finding: Teens stressed about money

Teens are stressed about money, according to a recent H&R Block survey.

Why?

1. The cost of college
"...nearly all (97 percent) of survey respondents still plan on attending college, viewing it as a necessary step for future employment. In fact, 86 percent of teens believe it is more important than ever to choose a major that leads to a well-paying job. But, a vast majority of teens – 78 percent – worry about borrowing too much in student loans, fearing crippling debt after leaving college."

Since 1980, the cost of college has skyrocketed nearly 500% when adjusted for inflation. This trend cannot continue; something needs to change.


For now, most students can find an affordable path to earn a college degree. There are tools available to help students make an informed student debt choice. 
2. Teenage households continue to face financial distress
"Median household income, as reported by the U.S. Census Bureau, fell for the fifth straight year in 2012. The current level of $51,017 is far below the $55,500 when the recession began and is the lowest mark, adjusted for inflation, since 1995 – before all but today’s oldest teenagers were even born.

Perhaps not surprisingly, 58 percent of teens now believe they will be less financially sound than their parents."

One of the most important lessons we can teach our students is the value of saving and investing at an early age. Both habits can cushion the blow of eroding wages everyday Americans are facing if they begin to save and invest when they're young.

We can help students by teaching them to take advantage of the power of compound interest, and introduce them to resources that nudge them into the habit of saving when they're younger and it's easier.

3. Taxes are too complicated
"Taxes remain a duty for adulthood, as teens are either disengaged or uninformed – only three of every 100 have filled out an income tax form, while 26 percent feel the forms are too complex."

Most students will qualify for tax refunds. Yet with only 3% of teenagers filing, most will never see any of it. There are plenty of resources available to help students understand how to file and collect their refunds.
4. Teenagers are turning to their parents
"75 percent of teens still say their parents are their most important source of financial information. In fact, 62 percent of teens view their parents as good money management role models."

Unfortunately, research has found that on the aggregate, American parents are not financially literate. Our education system must train our teachers to provide students with a financial education. But in the mean time, there is an ideal resource to help parents teach their own children about money.
5. Teenagers are making adult financial choices now
“Our survey shows 57 percent of teens use their own money on purchases, yet they often lack fundamental money management skills. The good news is, the research clearly illustrates a desire to learn, to grow and to become financially savvy..."

99% of U.S. adults support personal finance teaching in high schools. Yet, only 4 states require a semester long class be devoted entirely to teaching personal finance to graduate. This is a far cry from the CFPB’s recommendations of how personal finance should be taught in our schools. 

Most high school students are making financial choices now. Many shop; have jobs; pay bills; pay taxes, are eligible for refunds if they file; have accounts at financial institutions; make car payments; pay car insurance; and most importantly -- are preparing to make a student debt choice. So as our students shuffle from one class to the next learning lessons for their future, they’re missing out on the lessons that will help them manage the stresses they're facing right now.

Wednesday, February 26, 2014

#StudentsSave - A student Twitter chat to help create the habit of saving


This is America Saves Week, an opportunity to promote good savings behavior. Savings protects us from using high interest credit when we face emergencies. Setting a goal to save and spend money on experiences and things we value allow us to enjoy life without experiencing the consequences of paying for it later.

Friday's Twitter chat is an opportunity for students to learn and share resources to help them develop the habit of saving. Many of our students have jobs or an allowance; have financial responsibilities such as a cell phone payment; they are deciding what car to buy; and are looking forward to prom. Most importantly, many of our students can open a savings account at a local bank or credit union and start the habit of saving today.

Now is the time to begin to teach the habit of saving, and what better way then through a day long Twitter chat?

Have your students follow #StudentsSave throughout the day on Friday, 2/28/14. Have them share savings resources and tips they've learned in class or on Twitter. The chat is open-ended from 8-5 EST, giving you and your students the flexibility to participate.

For savings ideas, visit America Saves.

Many thanks to the following organizations and leaders for participating:

Thursday, December 5, 2013

Why Rank Teachers?

In the private sector, employees may earn promotions from evaluations. That is generally not the case in education. Administration is a specialization of education, not necessarily a promotion for educators. Further, do we really want to create a system that incentivizes our "best" teachers to leave the classroom?

In the private sector, employees are often paid bonuses based on their reviews. Despite recent education reform efforts, that is not the case for most educators. Besides, historian Diane Ravitch explains through historical context in her book "Reign of Error" that merit pay has been tried, and has repeatedly failed.

Removing "ineffective" educators does not have to be done by ranking them against their peers. Such a decision can be determined by observation criteria and a process designed to give educators the opportunity to improve first.

Students do not get better because their teacher has a ranking.

Most people, regardless of their profession, do not enjoy being ranked. It leads to counterproductive tension, stress, and justified debate.

So what is the benefit of ranking teachers "Accomplished"; "Skillful"; "Developing"; "Ineffective"?

What if we turned back time. What if every penny and hour that has been poured into ranking teachers was poured into making us better?

What if for every minute teachers had to spend...
  • ...proctoring standardized tests; we led project based learning assignments.
  • ...discussing standardized tests; we discussed new instructional strategies.
  • ...completing performance evaluation paperwork; we explored applicable game-based learning tools.
  • ...completing pre and post conference observation paperwork; we observed fellow colleagues and collaborated with one another.
  • ...reviewing performance paperwork with our administrators; we discussed new ways to integrate technology into their classroom with our administrators.
  • ...reviewing test taking techniques; we created additional opportunities for student led projects. 
Most teachers love to learn. The explosion of Twitter chats and educational Pinterest posts are tangible anecdotes of our passion to improve - - even outside of school hours. We want to get better and we enjoy learning how to be better for our students. 

What I don't understand is how turning teachers into numbers and then sharing our numbers with the rest of the world is making us any better.

So... what is the benefit of ranking teachers, and what is the cost?

P.S. For any readers or legislators who may believe I'm "whining", my past "results" and upcoming "ranking" will be evidence that I'm not, but rather questioning purpose. 

New Game Based Learning Tool to Teach Disability Insurance

DefendYourIncome.org is an excellent game based learning learning tool for teaching disability insurance.

They even have an app!

If you are 30 years old or younger, you have a 1 in 3 chance of needing long-term disability care, with an average coverage length of 32 months. What is particularly relevant for high school students to understand is they are not immediately eligible for full Social Security disability benefits early in their careers; and even if they were the coverage is inadequate.

This previous post is dedicated to exhibiting a broader range of insurance education resources.

Friday, November 29, 2013

Black Friday and Budgets


Budgets are hard to manage. Cars break down, kids get sick, roofs need replacing. These are life events that never fit neatly into a budget. So here is how I recommend you establish a budget.

Begin with...

  • Fully contributing to your retirement programs at work with a direct deposit.
  • Contributing to an emergency savings account with a direct deposit.
  • Contributing to your children's college education with a direct deposit.
  • Review your insurance information semi-annually to make sure you are adequately covered (life, health, disability, property, etc.)
  • Predict your tax obligations and pay them along the way to ensure you do not owe at the end of the year.
Obviously, if you are not investing for retirement now, retirement will never come later. Save. Savings covers the "messy" events that blow up monthly budgets. In my opinion, everything else is much less important, and that is a great place to trim costs. So with the remaining money, prioritize and spend. 

A budget should reflect what you value the most. So during the hustle and bustle of Black Friday be sure to prioritize spending on what really matters most to you first, and use Black Friday as an opportunity to trim costs on the plastic products that don't really make us happier

Monday, November 18, 2013

My updated student loan lesson


Multiple reports have been published explaining that when high school students list their preferred colleges on federal financial aid applications, that they could be used against them.

"A university concerned about its "yield" - a closely-watched measure that tracks how many accepted students actually enroll - may not extend an admission offer if the university is near the bottom of an otherwise qualified student's list, for fear the offer will be rejected.

A college at the top of a student's list, on the other hand, may not feel compelled to offer generous financial aid, since the student is seen as likely to accept without it."


The advice our guidance counselors are giving is to have our students list their top ten in alphabetical order.

I incorporate resources from the US Department of Education (FAFSA) and Consumer Financial Protection Bureau such as college search tools and key dates in the lesson.

Here is my full lesson posted online. The "Student Handout" guides the student through the lesson.

Friday, November 15, 2013

Do you have a classroom micro-economy? Be careful.

A new trend in personal finance classrooms is to create micro-economies. I am a big fan of using a micro-economy when they are managed appropriately, particularly in the elementary grades. A matter of fact, I advised Vanguard on their development of MyClassroomEconomy and serve on the advisory council for BizWorld. To put my concern about micro-economies into context, I need to address the spirit and environment of a personal finance classroom.

One view: Personal Finance should be offered in every school so our children will be empowered with tools and concepts to be rich.

My view: Personal Finance should be offered in every school so our children will be empowered with practical tools and concepts to live a happy life.

Perspective on happiness varies from person to person. For some, happiness does indeed correlate with great wealth. For most, research has found that financial stability is most correlated with happiness, not great wealth.

To begin the year in my classroom we play the Awesome Island Game (which I no longer own the rights). In my game, participants simulate a life over the span of forty years. The financial choices they make impact their net worth. Most students aspire to conclude the game with the greatest net worth, earning them a ticket to "Awesome Island".

Earlier this semester I noticed one of our brightest students was accumulating enough assets to earn a ticket to Awesome Island. However, at the conclusion of the game he only had enough money to purchase a ticket to "It's Okay Island". I quickly reviewed his budget and recognized on the philanthropy line item that he had given most of his wealth away at the end of his life. It was important for him to give back, it is what makes him happy. I was impressed that he understood that feeling awesome has more to do with what lies in your heart, rather than the zip code under your feet.

With that said, I am a big fan of using micro-economies when they are managed appropriately. However, here are my concerns...

  • Correlating test grades with a micro-economy can be contrary to the spirit of a personal finance class. We want students to understand how to generate wealth and value the benefits of capitalism. However, if a teacher is strictly correlating the success of a student with wealth, what does that say about us? Let's not send a message to our students that serving as a teacher, fire fighter, police officer, social worker, soldier, etc. makes us a failure because we don't have the same bottom line as an investment banker.
  • Including test grades as a part of a micro-economy can be counterproductive to some special education children who cognitively do not have the ability to test as well as some of their peers. Many of these kids go through school frustrated and fully aware of their challenges. Our classrooms should give them hope, not a rank. 
  • Including test grades as a part of a micro-economy is not necessarily an accurate reflection of how well a student will do financially in life. As an example, my students have participated in the bill paying simulation Budget Challenge for a number of years. I do not give them time in class to work, it is purely for homework and designed to measure whether they are gritty enough to stay on top of their bills throughout the semester in their own time. In other words, I'm assessing their behavior. I have found...
    • there is a correlation between content and behavior, however...
    • some students who test well are not gritty enough to pay their bills on time.
    • some students who do not test well are gritty enough to pay their bills on time, but struggle to make good choices. However, many of these students still outperform the good test takers who are apathetic. 
Like I said, a micro-economy can be a great experience for students. I am drawn to experiential learning, particularly when it incorporates entrepreneurship opportunities. How to generate great wealth is a lesson every child should learn. Kids also need to experience the value of making enough money and managing it well enough to reach their own goals. Just be careful how you implement the simulation.