Personal Financial Literacy
Education
2019 – 2021 Report
Maryland State Department of Education
Division of Career and College Readiness
Revised and Effective April 2020
Maryland Public Schools
Found at URL: www.marylandpublicschools.org
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Maryland State Department of Education
Karen B. Salmon, Ph.D.
State Superintendent of Schools
Carol A. Williamson, Ed.D.
Deputy State Superintendent of Teaching and Learning
Clarence C. Crawford
President, Maryland State Board of Education
Tiara Booker-Dwyer
Assistant State Superintendent
Division of Career and College Readiness
Marquita Friday, Director of Career Programs
Nina Roa, Director of Finance and Legislation for Career Programs
Nicassia Belton, Ed.D., Director of Data and Accountability for Career Programs
China Wilson, Ph.D., Equity and Civil Rights Compliance Specialist
Charles (Chuck) Wallace, Coordinator of Career Programs and Student Organizations
Kent Seuferer, Career Programs and Student Organization Specialist
Jennifer Griffin, Career Programs and Apprenticeship Specialist
Charles (Scott) Nichols, Career Programs, STEM, and Computer Science Specialist
Dean Kendall, Career Programs and Grants Specialist, Region I
Pam Clay, Career Programs and Grants Specialist, Region II
Traci Verzi, Coordinator of Finance and Legislation for Career Programs
Office of Leadership Development and School Improvement
Ed Mitzel, Executive Director of Leadership Development and School Improvement
Laura Liccione, Coordinator of Academic Improvement
Morrall Thompson, Coordinator of Systematic Improvement
Lori Ellis, Ed.D., Leadership Development Specialist
Katherine Stewart, Ph.D., Data Analyst
Tara Corona, Continuous Improvement Specialist
Anders Alicea, Instructional Transformation Specialist
Mary Minter, Ed.D., School Leadership Support Specialist
Felicia Lanham Tarason, Ed.D., School Leadership Support Specialist
Larry Hogan, Governor
The Maryland State Department of Education does not discriminate on the basis of race, sex, age,
national origin, religion, disability, or sexual orientation in matters affecting employment or in providing
access to programs and activities and provides equal access to the Boy Scouts and other designated
youth groups. For inquiries related to departmental policy, please contact: Equity Assurance and
Compliance Office Maryland State Department of Education 200 West Baltimore Street Baltimore,
Maryland 21201-2595, 410-767-0433 (voice) / 410-767-0431 (fax) / 410-333-6442 (TTY/TDD)
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Table of Contents
Introduction ............................................................................................................................ 3
State Curriculum .................................................................................................................... 4
Regulations Requiring A Program Of Instruction ............................................................ 4
Financial Education And Capability Awards ................................................................. 5
Financial Education And Capability Award Winners.................................................... 5
Local School System Responsiveness ............................................................................... 8
Local School Systems’ Requirements For Financial Literacy ....................................... 9
Local School System Implementation ............................................................................ 10
Financial Literacy Resources ............................................................................................ 30
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Introduction
Maryland is among the leading states in the nation in providing a quality education for
students. As the requirements for the global economy have changed, so have the educational
needs of our students. Today, more than ever before, graduates must be financially literate in
order to be prepared for college, careers, and responsible living. Maryland stakeholders have
acted to ensure that all students have a strong foundation in financial education to make
informed decisions toward accomplishing their goals. For over a decade, the Maryland State
Department of Education (MSDE) has worked with a variety of partners to support the delivery
of personal financial literacy education in public schools. These partners include representatives
from non-profit organizations, credit unions, banks, secondary and postsecondary education,
and government agencies.
The commitment to deliver personal financial literacy education to students is bolstered by the
State’s key industry areas that shape Maryland’s economy: BioHealth and Life Sciences,
Information Technology and Cybersecurity, Advanced Manufacturing, Military and Federal,
Aerospace and Defense, Financial Services, Energy and Sustainability, and Agribusiness. These
industries often require security clearances for which good credit is a vital component. Thus,
the financial well-being of Maryland residents has an ongoing impact on the State’s workforce
development pipeline making the need for more education in personal financial literacy
apparent.
In the fall of 2008, the Task Force to Study How to
Improve Financial Literacy in the State was convened
by the co-chairs, Delegate Dana M. Stein of
Baltimore County and Senator C. Anthony Muse of
Prince George’s County. At the January 2009 State
Board of Education meeting, the Task Force
presented the following recommendations for
secondary education:
1. Develop K-12 personal financial literacy standards
2. Coordinate a design team to create a systemic approach to implementation by providing
professional development, curriculum, and resources
3. Consider regulations for a K-12 state curriculum
4. Require reporting from 24 local school systems
5. Develop a way to evaluate local financial literacy programs
Since the report, substantial progress continues to be made to implement personal financial
literacy education at both state and local levels. This update provides information on MSDE’s
efforts to assist with local implementation, local school system responsiveness, and ongoing
needs at both the state and local levels.
State Curriculum
Personal Financial Literacy Education was developed by a design team under the direction and
guidance of MSDE’s Financial Literacy Advisory Council. The design team was comprised of
teachers and school administrators from local school systems as well as representatives from
financial organizations. The curriculum underwent national, state and local review prior to its
acceptance by the State Board of Education in January 2010. After five years of
implementation, MSDE staff gathered feedback from educators and the Advisory Council,
updated the state curriculum, and disseminated the revisions in 2016.
The curriculum includes standards, indicators and objectives describing what students should
know to become financially literate. The standards-based curriculum is formatted like other
state curricula except that it is organized in grade bands, (3-5, 6-8 and 9-12) rather than grade-
by-grade. The six standards are:
(1) Make Informed, Financially Responsible Decisions;
(2) Relate Careers, Education and Income;
(3) Plan and Manage Money;
(4) Manage Credit and Debt;
(5) Manage Risks and Preserve Wealth; and
(6) Create and Build Wealth.
Decision-making skills and becoming a critical consumer are incorporated within each standard.
Regulations Requiring a Program of Instruction
In June 2010, the Maryland State Board of Education adopted regulations requiring local school
systems to implement a personal financial literacy education program of instruction for all
students at the elementary, middle and high school learning levels effective September 2011
(Code of Maryland Regulations ([COMAR] 13A.04.06).
According to the regulations, “each local school system shall provide personal financial literacy
curriculum documents for the elementary and secondary schools under its jurisdiction that
include and align with the State curriculum as developed by the Maryland State Department of
Education in collaboration with local school systems.” The certification process began in 2011
when the regulation initially went into effect and in keeping with the regulatory process,
reoccurs every five years.
Thus, in 2016, local school system superintendents once again certified the financial literacy
program of instruction. Although the certification process takes place every five years, MSDE
staff members annually surveys local school systems to ascertain how personal financial literacy
is being implemented.
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Financial Education and Capability Awards
The Maryland State Department of Education partners with the CASH (Creating Assets, Savings,
and Hope) Campaign of Maryland and the Maryland Council on Economic Education to sponsor
the Financial Education and Capability Awards. In March 2020, OneMain Financial and the
Woodside Foundation provided three teachers and three community activists with a cash
award of $1,000 to each recipient. Applications for the 2021 awards are due in January, 2021.
Financial Education and Capability Award Winners
2020 Recipients are not pictured due to COVID-19
• Florence Falatko, Cromwell Valley Elementary Magnet School (Baltimore County) for the
Elementary School Teacher Award
• Charles Emerson, Vanguard Collegiate Middle School (Baltimore City) for the Middle School
Teacher Award
• Austin Hill, Edgewood High School (Harford County) for the High School Teacher Award
• Ambus Hunter, CASH Volunteer (Parkville, Baltimore County) for the Community Champion
Award
• Bank On Gaithersburg, (Montgomery County) for the Outstanding Organization
• Maryland Consumer Rights Coalition, (Statewide) for the NEW Woodside Award
2019 Financial Education and Capability Award Winners
• Daniel Zubrowski, Harve de Grace
Elementary School (Harford County) for
Elementary School Teacher Award
• Melanie Stuart, Middletown Middle
School (Frederick County) for Middle
School Teacher Award
• Mike Martin, Landsdowne High School
(Baltimore County) for the High School
Teacher Award
• Ronald Jennings, CAFÉ Montgomery
(Montgomery County) for the Community
Champion Award
• University of Maryland Baltimore County
– UMBC, (Baltimore County) for the
Outstanding Organization Award
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2018 Financial Education and Capability Award Winners
• Tracey Gay, North Harford Elementary
School (Harford County) for Elementary
School Teacher Award
• Emily Shank, Pittsville Middle School
(Wicomico County) for Middle School
Teacher Award
• Tim Rodman, Walter Johnson High School
(Montgomery County) for the High School
Teacher Award
• Karen Gibbs, The Gibbs Perspective
(Baltimore County) for the Community
Champion Award
• CASA, We are CASA/Somos CASA
(Baltimore City) for the Outstanding
Organization Award
2017 Financial Education and Capability Award Winners
• Taylor Estes, Princess Anne Elementary
School (Somerset County) for the
Elementary School Teacher Award
• Joseph DeStefanis, Margaret Brent
Middle School, Mechanicsville (St. Mary’s
County) for the Middle School Teacher
Award
• Nicole Cathirell, New Town High School,
Owings Mills (Baltimore County) for the
High School Teacher Award
• Tisa Silver Canady, University of
Maryland, Baltimore (Baltimore City) for
the Community Champion Award
(Individual Educator)
• Making Change, (Howard County) for the
Outstanding Organization Award
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2016 Financial Education and Capability Award Winners
• Casey Kennan, Innovator using new
technologies in education, Liberty
Elementary School (Frederick County) for
Elementary School Teacher Award
• Ed Stack, Coordinator and implementer
of Junior Achievement Finance Park
Virtual program, Kent County Middle
School for Middle School Teacher Award
• Maddy Halbach, PhD, NBCT, Applications
and Research Laboratory, Academy of
Finance Instructor for the Howard County
Public School System for the High School
Teacher Award
• Madeleine Greene, Volunteer involved in
financial empowerment, outreach and
education for 25 years (Montgomery
County) for the Community Champion
(Individual Educator) Award
• Aberdeen Proving Ground Federal Credit
Union, Educating members and the
community on the benefits of personal
thrift and responsible credit
management (Harford County) for the
Outstanding Organization Award
2015 Financial Education and Capability Award Winners
• Florence Falatko, 5th Grade Teacher,
Cromwell Valley Elementary School
(Baltimore County) for the Elementary
School Teacher Award
• Cheryl Crow, 8th Grade Family and
Consumer Sciences Teacher, Severna Park
Middle School
(Anne Arundel County) for the Middle
School Teacher Award
• Susan Baudoin, Family and Consumer
Sciences Teacher, Parkdale High School
(Prince Georges County) for the High
School Teacher Award
• Steven Fennington, Vice President of
Business Development, Frederick County
Bank for the Community Champion
Award
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2014 Financial Education and Capability Award Winners
• Jodi Gowans, 4th Grade Teacher, Patterson Park
Public Charter School (Baltimore City) for the
Elementary School Teacher Award
• Jason Peinert, Social Studies Teacher, Northeast
Middle School (Baltimore City) for the Middle
School Teacher Award
• Lisa Bender, Financial Management and
Marketing Teacher, Southern Garrett High School
(Garrett County) for the High School Teacher
Award
• Michael Richardson, Vice President of Community
Relations, Mid-Atlantic Federal Credit Union for
the Community Champion Award
Local School System Responsiveness
The regulation requiring local school systems to offer a program of instruction in personal financial
literacy education at the elementary, middle and high school learning years became effective in
September 2011, and all school system superintendents have certified their program of instruction
to the State Superintendent of Schools. This certification process occurs every five years. The most
recent one took place during the 2016-2017school-year. The initial certification included a survey
asking central office staff to describe how financial literacy is delivered at the various grade levels
and what additional resources are needed to assist with this initiative. Since 2011, MSDE has
administered this survey every year; the local school system responses are included in this report.
Based on the responses at the elementary level, school systems are embedding financial literacy
content by using trade books in Reading/English Language Arts classes as well as integrating
concepts in social studies classes. Students are engaging in a variety of activities including the Stock
Market Game, Junior Achievement’s Biz Town and the Great Piggy Bank Adventure.
At the middle school level, financial literacy concepts are integrated in units found in social studies
classes as well as Family and Consumer Sciences classes. Like elementary school, students are
engaged in activities supporting classroom instruction including the Stock Market Game and Junior
Achievement’s Virtual Finance Park.
At the high school level, financial literacy is embedded in courses required for graduation or offered
as a stand-alone graduation requirement. Furthermore, many school systems also offer courses in
Family and Consumer Sciences and Business Education that relate financial literacy, such as
entrepreneurship. Many students are participating in the Stock Market Game and also have
additional opportunities to participate in online or after-school activities.
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Local School Systems’ Requirements for Financial Literacy
School System
Local Graduation
Requirement
Integrated in a Course Required for Graduation
Allegany
Yes (½ credit)
Anne Arundel
Yes—Algebra I and U.S. Government
Baltimore City
Yes—US History, Government, and World History
Baltimore
Yes—Economics
Calvert
Yes (½ credit)
Caroline
Yes (1 credit)
Carroll
Yes (½ credit)
Cecil
Yes—Freshman Academy
Charles
Yes (1 credit)
Dorchester
Yes—US History and Government
Frederick
**Yes (½ credit)
Frederick County requires a ½ credit of financial literacy content. Students
can choose from among 13 different courses that include the content.
Garrett
Yes (1 credit)
Yes—Economics, Personal Financial Management, and Agribusiness
Harford
Yes—American Government; also offered within Family and Consumer
Science, Business Education, and other Social Studies courses
Howard
Yes—American Government
Kent
Yes—Government
Montgomery
Yes—National, State and Local Government; AP Government
Prince George’s
Yes—US History and Local, State, National Government. All Prince
George’s County Public Schools will offer a .5 credit Financial Literacy
course beginning SY 2021-2022. The semester course becomes a
graduation requirement in SY 2023-2024.
Queen Anne’s
Yes—American Government; also offered as an elective stand-alone
Personal Finance course.
St. Mary’s
Yes—Offered in stand-alone courses and integrated in required
Government course
Somerset
Yes—US History II; and all Social Studies courses
Talbot
Yes—Offered in US History and Government for all students
Washington
Yes—Local, State and National Government
Wicomico
Yes—US History, Government and Consumer Economics, and World
History
Worcester
Yes—Government
Summary: At the high school level, all 24 Local School Systems (LSS) are implementing personal
financial literacy education in courses required for graduation. Seventeen LSS embed personal
financial literacy education in a course required for graduation (typically Social
Studies/Government), and seven LEAs have a financial literacy education graduation
requirement.
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Local School System Implementation
Allegany County: Contact Joseph Brewer at 301.729.1105 / jose[email protected]
Elementary school grade band (3-5) students are provided instruction through integrated lessons within
the core ACPS elementary curriculum.
Evidence: Students are provided instruction through integrated lessons within the core elementary
curriculum, and elementary students are not given an assessment to measure financial literacy
knowledge and skills.
Middle school grade band (6-8) students are provided instruction through integrated lessons within the
Family and Consumer Sciences, Social Science, and Mathematics curricula. In addition, students in
grades 6-7 participate in Vault and FutureSmart through EverFi. Eighth grade students are required to
participate in Venture from EverFi.
Evidence: EverFi’s pre- and post-assessment along with locally developed classroom assessments are
used to measure financial literacy knowledge and skills.
High school grade band (9-12) students are provided instruction through a locally developed course. The
half-credit, 870-Personal Finance Literacy, course is offered during the fall and spring semesters to all
students grades 9 through 12. High schools also are supplementing the locally developed course with
online financial literacy lessons through EverFi. To ensure compliance with COMAR regulations; the ACPS
Board of Education has included successful completion of this course as a local graduation requirement.
Evidence: A variety of assessments including benchmark exams, classroom assessments, unit
assessments, and EverFi’s pre-and post-assessments are used to ensure mastery.
Anne Arundel: Contact Skip Lee at 410-222-5490 / [email protected]
AACPS students in our elementary schools meet the financial literacy requirements through two specific
content areas, Reading and Social Studies. Our Reading Series has a strong Financial Literacy alignment
in the reading selections for grades K – 5. Additionally, our Social Studies content focusing on economics
is also aligned with the financial literacy standards. Our Mathematics curriculum also addresses the
value of money and introduces students to savings. In some of our elementary schools, students attend
Junior Achievement’s Biz Town. While this is not systemic, it is noteworthy to share that students get
this increased exposure to financial literacy.
Evidence: EverFi’s pre- and post-assessments are used to assess financial literacy knowledge and skills.
Junior Achievement’s (JA) resources are used and each unit includes pre- and post-assessments.
AACPS students in our middle schools meet the financial literacy requirements through three specific
content areas. The English reading selections continue to supplement financial literacy focus during
instruction. The Social Studies curriculum focuses on economics and historical financial readings and
multimedia presentations. For our comprehensive middle schools, the Family and Consumer Science
Curriculum for 6th grade features lessons directed to financial literacy. For students enrolled in our
programs of choice, scripted lessons of select courses were developed for teachers that meet the
financial literacy standards where FACS courses are not the traditional instructional pathway.
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Local School System Implementation
Evidence: EverFi’s pre- and post-assessments along with locally developed classroom assessments are
used to assess financial literacy knowledge and skills.
AACPS students in our high schools will meet the financial literacy requirements through two courses
required for all students, Algebra I and U.S. Government. Algebra I students meet Standards 1-4 in a PBL
curriculum unit while students in U.S. Government complete a financial literacy unit during the 10th
grade. Additionally, through electives, we offer access to the FL standards in the following: Financial
Literacy, Business and Personal Finance, Principals of Business Management, Career Development,
Preparation and Transition, as well as AP Micro and Macro Economics. NOTE: Our system as does
participate in the FBLA, Diamond Challenge clubs and co-curricular activities. Furthermore, our
programs of choice have business plans written with the application of financial literacy skills embedded
in the curriculum at the middle and high school levels.
Evidence: EverFi’s pre- and post-assessments along with locally developed classroom assessments are
used to assess financial literacy knowledge and skills.
Baltimore City: Contact Monica Whippo at 443-642-4337 / [email protected]
Financial Literacy is incorporated into the Social Studies economics units in grades 1-5. Grade 3
incorporates the use of MCEE lessons and EverFi’s Understanding Money. Grade 5 incorporates Junior
Achievement’s personal finance unit and all Grade 5 students have the opportunity to attend Junior
Achievement’s BizTown.
Evidence: Junior Achievement’s (JA) BizTown and other JA resources are used and each unit includes
pre- and post-assessments. This assessment data is collected by JA and provided to the district. EverFi’s
pre- and post-assessments and simulations are used to assess financial literacy knowledge and skills.
Financial Literacy is incorporated into the Social Studies economics units in grades 6-8. Grade 7
incorporates Junior Achievement’s personal finance unit, and all Grade 7 students have the opportunity
to participate in Junior Achievement’s Finance Park.
Evidence: Students participate in Junior Achievement’s (JA) Finance Park. Pre-and post-assessments are
administered and data are collected. Some students complete the Stock Market Game and assessments
are used. EverFi’s pre- and post-assessments are used as well to assess financial literacy knowledge and
skills.
Financial Literacy is incorporated into the United States History, Government, and World History where
appropriate. The most emphasis is in Government with the implementation of an entire unit that
focuses on Personal Finance. EverFi’s Financial Literacy program is used to support the high school
program.
Evidence: Pre- and post-assessments are teacher-created and used in their individual classrooms.
Teachers use the pre-assessments to guide their work in preparing students to meet standards by
scaffolding through the unit material. Re-teaching and other methods are used to determine student
success on a regular basis as needed. In addition, EverFi’s pre- and post-assessments are used to assess
financial literacy knowledge and skills.
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Local School System Implementation
Baltimore County: Contact Dani Biancolli at 410-887-2172 / dbiancolli@bcps.org
Baltimore County Public Schools embeds spiraling financial literacy instruction in grades 3-5. During
these years, students cover the financial literacy standards while studying other economic ideas.
Evidence: All assessments are teacher generated and include tests, projects, and simulations.
Since the content of the financial literacy curriculum does not naturally match requirements of the
Maryland State Curriculum for Social Studies, financial literacy instruction was implemented as mini-
units. These mini-units utilized materials developed by the National Council on Economic Education and
approved by the Maryland State Department of Education. In addition, several of the financial literacy
standards are also covered a second time in our Family and Consumer Science (FACS) programs for
middle school students.
Evidence: Students experience five hours of financial literacy instruction per grade level as a mini-unit
with a variety of suggested assessment activities. These activities include pre- and post-assessments,
class projects, and the use of graphic organizers.
The adoption of Maryland State Curriculum for Personal Financial Literacy Education coincided with the
revision of Economics and Public Issues Course. This course satisfies the Baltimore County Public Schools
graduation requirement of .5 credit in economics. All financial literacy standards are met in this
program of study, supported by appropriate online resources. In addition, several of the financial
literacy standards are also covered a second time in CTE courses offered in high school.
Evidence: Students are required to complete a .05 credit economics course as part of their graduation
requirement where 1/3 of the content is based on financial literacy. Students take a standardized,
county-wide exam for the course.
Calvert County: Contact Scott McComb (Elementary) at 443-550-8017 / mccombs@calvertnet.k12.md.us or Carrie
Akins at 443-550-9940/ [email protected]
Financial Literacy is integrated into our social studies curriculum in the elementary grades. Economic
principles such as scarcity, wants versus needs, opportunity costs, supply and demand, and goods and
services are covered in depth. Students also learn the value of savings as well as the importance of
prioritizing and making choices; often wants and needs are limitless while supplies and resources have
very definite limits. CCPS partners with EverFi to provide Financial Literacy instruction to 5th grade
students. Vault is an interactive learning course (six modules) specifically designed to introduce financial
education skills early in a child’s cognitive development. The course uses the latest in new-media
technologies to bring complex financial concepts to life for today’s digital generation. Evidence-based
learning theories are incorporated to increase students’ knowledge and build the foundation for making
good financial decisions at a young age. Topics Covered:
• Responsible Money Choices
• Income and Careers
• Planning & Money Management
• Credit & Borrowing
• Insurance & Safety Management
• Savings & Investing
Evidence: EverFi’s pre- and post-assessments are used to assess financial literacy knowledge and skills.
In addition, locally developed classroom assessments are also administered.
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Local School System Implementation
The Financial Literacy content standards for the middle school band are integrated into our Family and
Consumer Science (FACS) program. All students take FACS in sixth grade and some students continue in
seventh and eighth grades. Students and teachers utilize the EverFi materials for middle school
students.
Evidence: Teachers’ measure students’ progress by using locally developed formative assessments.
Calvert County Public Schools provides instruction in Financial Literacy for all students through the
semester course, Financial Literacy: Money Management. This course is designed to enable students to
become wise and knowledgeable consumers, savers, investors, users of credit, money managers,
citizens, and members of a global workforce and society. This course is a graduation requirement for all
students. Additionally, financial literacy is provided to all high school students through integrated
economic content during the last quarter of eleventh grade within the American Government course.
Evidence: In order to graduate from high school in Calvert County Public Schools, students must pass a
one semester (1/2 credit) course in financial literacy which covers all of the high school financial literacy
content standards. This includes an end of course assessment.
Caroline County: Contact Robert Willoughby at 410-479-1460 x1154 or willoughby@robert@ccpsstaff.org
Financial Literacy is integrated into the Caroline County Public Schools curriculum in Social Studies for
grades 3-5. Teachers have taken the Financial Literacy Standards and have identified appropriate skills
to match the standards within our existing curriculum for the subject areas and have written lesson
plans to address those areas where the appropriate curricular matches were not found. Additional work
has been completed to specifically imbed all standards and objectives into Social Studies unit plans.
Evidence: Formal and informal teacher assessments are administered through grade level teams.
Financial Literacy is integrated into the Caroline County Public Schools Social Studies curriculum Ancient
World History, World Geography and United States History at the middle school level. Teachers have
taken the Financial Literacy Standards and have identified appropriate skills to match the standards
within our existing curriculum for all subject areas and have written lesson plans to address those areas
where the appropriate curricular matches were not found.
Evidence: Formal and informal teacher assessments are administered through grade level teams.
During the 2012-2013 school year, the local Board of Education amended the graduation policy to
require all students entering ninth grade from 2013-14 school year and beyond to earn a credit in
Financial Literacy as a stand-alone course focused on the state standards.
Evidence: A stand-alone course on financial literacy is required for graduation. Formal and informal
teacher assessments are administered throughout the one credit course. In addition, EverFi’s pre- and
post-assessments are used, and students complete H & R Block financial simulations. At the end of the
course, students take and pass an end-of-course final exam.
Carroll County: Contact Bill Eckles at 410-751-3104 or [email protected]
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Local School System Implementation
Financial literacy content is embedded throughout the social studies curriculum in grades 3 - 5. There is
also integration with the language arts curriculum. The curriculum is provided through literature,
performance-based activities, field experiences, hands-on activities, and writing prompts.
Evidence: Formal and informal teacher assessments are administered through grade level teams.
The middle school curriculum in financial literacy is provided through units in grades 6, 7 and 8 in family
and consumer sciences and grade 7 in Social Studies. Lessons and a simulation from Junior Achievement
have been embedded into the 8th grade curriculum in FACS.
Evidence: EverFi’s pre- and post-assessments are used to assess financial literacy knowledge and skills.
Standards for financial literacy within the grades 9 - 12 grade band are provided through two stand-
alone courses. These courses are Financial Literacy (grades 11 or 12) and Managing Personal Finance
Using Excel (grades 10 and 11). These courses also meet the local Carroll County Public Schools
graduation requirement in financial literacy. Lessons from Take Charge Today are embedded into the
Financial Literacy class and lessons and a simulation from Ever-Fi are embedded into the Managing
Personal Finance Using Excel class.
Evidence: A stand-alone ½ credit course on financial literacy is required for graduation. Formal and
informal teacher assessments are administered throughout the course. In addition, EverFi’s pre- and
post-assessments are used to assess financial literacy knowledge and skills.
Cecil County:
Contact James Zimmer at 410-996-2460 / jzimmer@ccps.org or
Nicole Parr at 410-996-2460 / nmparr@ccps.org
Financial literacy standards are embedded in the third grade curriculum for Social Studies. Teachers use
lessons they have created as well as resources from the Maryland Council for Economic Education’s
Financial Fitness for Life.
Evidence: Students take a unit assessment on financial literacy concepts as well as participate in a mini-
society where they work through a simulated business cycle and market. Using these assessments and
teacher created formative assessments classroom teachers monitor and assess students to determine
content understanding.
Financial literacy standards are embedded in the seventh grade curriculum for Social Studies. Teachers
use the Take Charge Today curriculum from the University of Arizona to support instructional goals.
Evidence: Students engage in lessons from Take Charge Today: Financial Education for a Better Future
Curriculum. To show what students have learned throughout the lessons, they engage in a simulation
analyzing the life of a teenager and develop a spending plan to meet their needs. Using these
assessments and teacher created formative assessments, classroom teachers monitor and assess
students to determine content understanding.
The Financial Literacy standards are taught as part of the required Freshman Academy. All ninth grade
students complete a series of stand-alone units, which are facilitated by core content teachers. Teachers
use a number of instructional resources from Banzai Financial Literacy program that is offered through
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Local School System Implementation
the APGFCU. As a result, teachers have formed a collaborative learning community to teach the
content.
Evidence: Students engage in Banzai, financial literacy software supported by Aberdeen Proving Ground
Federal Credit Union. Using the assessments built into the program, classroom teachers monitor and
assess student learning after each unit to ensure understanding. Formal and informal assessments are
used throughout the units to measure understanding.
Charles County: Contact Rebecca Pearson at 301-934-7393 / rpearson@ccboe.com
At the elementary school level, financial literacy lessons and activities have been integrated within
technology lessons taught in labs by technology facilitators. All students in grades 3 – 5 participate in
these lab activities. Additional stand-alone financial literacy lessons are implemented to reinforce
embedded concepts and address indicators not embedded within content areas. Topics, with specific
lessons, are assigned to each grade in order to build on prior knowledge.
Evidence: Each grade completes a unit on financial literacy. Each unit consists of short lessons that
address the appropriate standards. Each lesson integrates formative assessments that allow the teacher
to assess the level of understanding attained by the students. There is a final project at the end of the
unit that determines how well the students retained information from all the preceding lessons.
At the middle school level, financial literacy lessons and activities have been embedded within content
areas. Additional stand-alone financial literacy lessons are implemented in grades 6 – 8 to reinforce
embedded concepts and address indicators not already embedded within content areas. Topics, with
specific lessons, are assigned to each grade in order to build on prior knowledge. The middle school
topics are correlated to the mastery of the elementary topics as well.
Evidence: Each grade completes a unit on financial literacy. Each unit consists of short lessons that
address the appropriate standards. Each lesson integrates formative assessments that allow the teacher
to assess the level of understanding attained by the students. There is a final project at the end of the
unit that determines how well the students retained information from all the preceding lessons.
Graduation requirement: All students are required to pass a one-credit financial literacy course during
their sophomore, junior or senior year. The course covers all standards in depth and provides a wide
variety of rich, hands-on learning activities for students. Additionally, an online financial literacy course
is offered a few times a year. This can be taken during the school year in the evening, or during the
summer. A dual enrollment option is also available for students through the College of Southern
Maryland. Charles County Public Schools fully meets COMAR Regulation 13A.04.06.01 for high school
students.
Evidence: Completion of a personal financial literacy course is a graduation requirement in Charles
County Public Schools. The year-long course has a pre- and post-assessment that all students take to
show level of growth and content mastery. EverFi is also implemented, and EverFi’s pre- and post-
assessments are used to assess financial literacy knowledge and skills.
Dorchester County: Contact Monique Ward at 410-228-4747 / wardm@dcpsmd.org
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Students in grades 3 - 5 participate in the financial literacy program through read-a-loud books on
financial literacy by the teacher and financial literacy activities in the Financial Fitness for Life series for
grades 3-5. Students also use class sets of Managing Your Money (Be A Wise Consumer; Planning Your
Budget; and Spend or Save). Each book has a detailed lesson plan that includes the standards and
activities. Each elementary school has the option of participating in the Stock Market Game and/or
Junior Achievement.
Evidence: Dorchester County partners with Junior Achievement (JA) to implement financial literacy and
gather evidence of student mastery of knowledge and skills, which includes a simulation titled More
than Money and a financial Literacy check-off sheet. This school year we will have Junior Achievement
programs in grades 3 and 4 districtwide.
Students in grades 6 - 8 participate in the financial literacy program in their social studies classes using
the Financial Fitness for Life series for grades 6-8. 8
th
grade this year is also participating in Junior
Achievement Inspire program. This one day virtual experience will provide virtual career exploration
with an opportunity to engage learners in careers of their choosing. 7
th
grade will participate in the
Junior Achievement Finance Park Entry simulation. All Junior Achievement programs offered this school
year (2020-2021) will be virtual. We are partnering with Junior Achievement to offer as many middle
school programs as possible.
Evidence: Dorchester County partners with Junior Achievement (JA) to implement financial literacy and
gather evidence of student mastery of knowledge and skills, which includes a simulation titled
Economics for Success and a financial Literacy check-off sheet.
All high school students participate in the financial literacy program in the required Government course
using the Financial Fitness for Life series for grades 9-12. Additionally, we are transitioning this year to
implementing EverFi for grades 10-12 which will include pre-and post-assessments.
Evidence: Dorchester County Public Schools partners with Junior Achievement to implement financial
literacy. Junior Achievement provides pre and post assessment data and gathers evidence of mastery of
knowledge and skills. We now have implemented Junior Achievement programs in grades 10 and 11 for
the 2020-2021 school year.
Frederick County: Contact Kim Day at 301-644-5216 / kim.da[email protected]
Personal Financial Literacy indicators are addressed by individual lessons in the existing Elementary
Education Social Studies Curriculum and the Elementary Guidance Curriculum in grades 3-5. Financial
Literacy concepts are introduced in the primary grades and built upon in grades 3, 4, and 5. Materials
from Financial Fitness for Life, The Council for Economic Education, trade books provided by the
Maryland Council for Economic Education and online resources from multiple financial organizations are
utilized. In addition, all 4
th
grade students have the opportunity to complete the Everfi Financial Literacy
Program-Vault.
Evidence: EverFi Vault is used in the 4
th
grade, and teachers use EverFi’s pre- and post-assessments to
monitor both usage and progress.
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Students receive personal financial literacy instruction through various units and/or specific objectives in
their required Socials Studies courses in grades 6, 7, and 8. They also receive financial literacy instruction
in the grade 6 Food Science course, which is required for all students. Middle school Family and
Consumer Science students have access to Junior Achievement resources, Maryland Council for
Economic Education and EverFi resources. In 6
th
Grade Food science Everfi’s Vault is an interactive
learning course specifically designed to introduce financial education skills early in a child’s cognitive
development. In 8th Grade Everfi’s FutureSmart focuses on the important Middle School years by
empowering students to become the stewards of their financial futures.
Evidence: EverFi Vault and/or Future Smart are used, and teachers use EverFi’s pre- and post-
assessments to monitor both usage and progress.
Students may choose from thirteen different courses of study to receive the financial literacy
component. The personal financial literacy standards are integrated into the curriculum required for
these courses. Introduction to Career Research Development, Introduction to Business and Managing
Your Personal Finances are examples of the traditional courses that are offered. Many of these courses
are also offered online through FCPS Flexible Evening High School. A menu of financial literacy curricular
resources was developed to provide options for teachers.
Evidence: In high school, financial literacy is a graduation requirement. Students have a variety of
courses they can take to address the financial literacy standards and are assessed in those courses.
Students participate in the Budget Challenge in most of these courses, for the fall semester of 2019,
1750 students participated in the10-week online simulation that replicates real-world budgeting and
personal finance decision making. Lastly, teachers can also use EverFi – financial literacy that has pre-
and post-assessments used to assess financial literacy knowledge and skills. FCPS developed curriculum
to assist teachers in facilitation the Budget Challenge competition and now have over 3500 students
participating each year. FCPS has also hosted an annual Financial Reality Fair at Hood College. It is an
interactive financial literacy initiative compelling 150 high school students to think differently about
money. The goal is to reinforce the importance of personal financial management, decision-making,
budgeting, and planning for real life challenges in a simulated setting. Frederick County also has
implemented a Millionaire Club at Catoctin, Brunswick, Linganore High School, Frederick High, and
Walkersville. The Millionaire’s Club is a complete financial skills experience designed for delivery in a
club-like setting at the high school level.
**Frederick County requires a ½ credit of financial literacy content. Students can choose from among 13
different courses that include the content.
Garrett County: Contact Brian Schilpp at 301-914-1362 or brian.schilpp@garrettcountyschools.org
At each grade level of PreK-5, our teachers have aligned classroom lessons with the six Financial Literacy
Standards. Those activities are taught in each classroom.
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Evidence: District-developed units with district-developed assessments at each grade level are used to
assess financial literacy knowledge and skills. (e.g. Grade 5 students read a book called Lawn Boy which
relates Financial Literacy concepts. The students then complete the associated assessments).
At each grade level 6-8, our teachers have aligned classroom lessons with the six Financial Literacy
Standards. Those activates are taught in each classroom.
Evidence: Financial Literacy units from our former Family and Consumer Science course have been
moved into the math courses. Associated district-developed unit assessments are given during these
units.
Several classes at the high school level teach units or concepts related to financial literacy, including but
not limited to statistics, contemporary ethical problems, US history, government, world history,
accounting, finance, marketing, business law, JROTC, and agriculture classes. Also, high school students
are required to pass a one-credit Financial Literacy course in order to graduate. Those courses are
Economics, Financial Management, and Agricultural Production and Management.
Evidence: A full credit course in financial literacy is required. The students are assessed throughout the
courses to earn a passing grade (unit assessments). Take Charge Today and H&R Block Budget
Challenge are examples of resources that are used to assess student understanding in these courses.
Harford County: Contact George Toepfer at 410-588-5223 / [email protected]
The Maryland State Curriculum for Personal Financial Literacy Education is taught through the Grades 3,
4, and 5 Social Studies curriculum: • Grade 3 Social Studies, “Harford County: People and Places” •
Grade 4 Social Studies, “A Study of Maryland” • Grade 5 Social Studies, “United States History: Pre-
Columbian Times to the American Revolution.” Standards and indicators have been infused through the
existing curriculum learning experiences with an emphasis on vocabulary acquisition, reading for
information, and inquiry learning. All elementary school students have Social Studies instruction on a
daily basis. Professional development is provided as a part of the regular curriculum evaluation
processes established by the Board of Education and through on-going information provided to teachers
via the Office of Social Studies regarding workshops sponsored by organizations affiliated with Personal
Finance and Financial Literacy education. Professional development opportunities for elementary
educators have been provided through the Maryland Council on Economic Education and EverFi in 2017,
and there is a new partnership that has been established with Freedom Federal Credit Union with the
Havre de Grace area elementary schools. Additionally, a new mathematics program, Envision Math, was
implemented for the first time last school year. There are connections to financial management as
students are introduced to the value of money and application problems involving finance.
Evidence: Formative assessments are built into the curriculum related to the activities students
complete. These include short response questions, creation of visual displays, sharing of information via
a Podcast, and short answer type assessments.
The Maryland State Curriculum for Personal Financial Literacy Education is taught through the Grades 6,
7, and 8 Social Studies curriculum • Grade 6 Social Studies, “Contemporary World Geography” • Grade 7
Social Studies , “Ancient World History” • Grade 8 Social Studies , “United States History: Revolution to
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Reconstruction” and the Grades 6, 7, and 8 Family and Consumer Science curriculum: • Grade 6 Family
and Consumer Sciences, “You, the Individual” • Grade 7 Family and Consumer Sciences, “You, and the
Family” • Grade 8 Family and Consumer Sciences, “You, the Family and Society.” Standards and
indicators have been infused through the existing curriculum learning experiences with an emphasis on
vocabulary acquisition, hands-on experience, and inquiry learning. All middle school students have
Social Studies instruction on a daily basis. Professional development is provided as a part of the regular
curriculum evaluation processes established by the Board of Education, through on-going workshops
offered in Harford County by the Office of Magnet and CTE Programs and the Office of Social Studies.
Information is provided to teachers regarding workshops sponsored by organizations affiliated with
Personal Finance and Financial Literacy education via regular email communication. Several middle
schools through their intervention/enrichment periods are using resources provided through training
and assistance by EverFi and middle school Social Studies teachers are informed of opportunities for
professional development provided by the Maryland Council on Economic Education. EverFi shares
participation data at an annual meeting held in July.
Evidence: Formative assessments are built into the curriculum related to the activities students
complete. These include short response questions, creation of visual displays, sharing of information via
a Podcast, and short answer type assessments. Additionally, schools use EverFi’s pre- and post-
assessments to assess student mastery of the content.
The Maryland State Curriculum for Personal Financial Literacy Education is taught through the Grade 9
Social Studies curriculum with additional opportunities of instruction available in Grades 10-12 through
courses offered by Family and Consumer Sciences, Business Education, and Social Studies.
Additional financial literacy instruction involving the state standards is in effect with the high school World
History and United States History courses. There are elective courses that provide instruction in the
standards and indicators associated with the Maryland State Curriculum for Personal Financial Literacy
Education. The courses include: Business Education:
● Financial and Technology Literacy (FTL) offered to
9
th
graders. • Financial Management Using Software Applications (Grades 10-12) • Career Research and
Development Program of Study (Grades 11-12, 2 courses) Family and Consumer Sciences: • Independent
and Family Living (Grades 11-12) • Consumer and Resource Management (Grades 9-12) Social Studies: •
Economics (Grades 11-12) • Law in America (Grades 11-12).
Professional development is provided as a part of the regular curriculum evaluation processes established
by the Board of Education through on-going workshops offered in Harford County by the Office of Magnet
and CTE Programs and the Office of Social Studies as well as by information distribution to teachers
regarding workshops sponsored by organizations affiliated with Personal Finance and Financial Literacy
education. The Office of Magnet and CTE Programs has offered professional development on the Personal
Finance Challenge Bowl competition which was held county-wide for the first time in 2019-2020. This was
supported through a partnership with the Maryland Council on Economic Education (MCEE) and Aberdeen
Proving Ground Federal Credit Union (APGFCU). Additionally, teachers in several courses have students
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playing the Stock Market Game and are utilizing EverFi materials to supplement the curriculum. In 2020,
Harford County students participated in the Personal Finance Challenge for the first time.
Evidence:
Formative assessments are built into the curriculum related to the activities students complete.
These include short response questions, creation of visual displays, sharing of information via a Podcast,
and short answer type assessments. Additionally, schools use EverFi’s pre- and post-assessments to assess
student mastery of the content. Pre- and post-assessments provided by the National Council on Economic
Education have also been used.
Howard County: Contact Sharon Kramer at 410-313-6797 / [email protected]
The Personal Financial Literacy Standards for Grades 3-5 have been integrated into the elementary Social
Studies and Language Arts Curriculum. Special lesson seeds have been created for Grades 3 and 4. All
elementary students participate in Social Studies, so by the end of fifth grade, all elementary students
will participate in the personal financial program as part of the Social Studies program. Professional
learning opportunities for teachers to enhance their knowledge of financial literacy standards is
provided by the Office of Elementary Social Studies as well as workshops sponsored by organizations
affiliated with Personal Finance and Financial Literacy education.
Evidence: Throughout the instruction of the financial literacy knowledge and skills, students are
assessed in a multitude of ways. They are informally assessed through anecdotal notes taken during
partner and group discussions. They are also assessed through student work and performance based
assessments. This includes but is not limited to the accurate completion of graphic organizers, exit
tickets, creation of personal budgets, and reflections in student journals following simulations or lesson.
These assessments are often used in a formative manner to ensure that re-teaching is done with key
concepts as needed.
The Personal Financial Literacy Standards for Grades 6-8 were integrated into the middle school Family
and Consumer Science curriculum and into the curriculum for middle school mathematics 8 seminars. All
middle school students participate in the personal financial program as part of the Family and Consumer
Science program. In addition, some aspects of personal financial literacy are integrated into the middle
school reading modules including saving, credit and the stock market.
Evidence: Pre- and post-surveys that measure knowledge gains are administered to the students around
the Junior Achievement (JA) Finance Park Virtual Curriculum. EverFi’s pre- and post-assessments are
also used to assess financial literacy knowledge and skills.
The Personal Financial Literacy Standards for Grades 9-12 were integrated into the American
Government Social Studies Curriculum. All high school students participate in the personal financial
program as part of the American Government class. In addition, some aspects of personal financial
literacy are integrated into the mathematics, and Career Research and Development curriculum. Two
high schools are selected each year for the Making Change/Junior Achievement Financial Literacy
Simulation. To meet the changes in the College Board's requirements students enrolled in AP United
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States Government and Politics courses will conduct citizen engagement projects surrounding national,
state, and local government policies that touch on the impacts of financial literacy.
Evidence: EverFi’s pre- and post-assessments are used to assess financial literacy knowledge and skills.
Teachers also use exam questions focused on financial literacy from previous assessments as a part of
their county mandated final exam.
Kent County: Contact Janice Steffy at 410-778-1595/ jsteffy@kent.k12.md.us
Elementary school students participate in the Junior Achievement Program and mini-units in personal
financial literacy.
Evidence: Junior Achievement’s (JA) pre- and post-assessments are used. Students complete mini-
projects and are administered a teacher-made pre- and post-assessment.
Middle school teachers identified key unit objectives and currently teach the program integrated into
the social studies classes. Middle school students are also involved in Junior Achievement.
Evidence: Students participate in Junior Achievement’s (JA) Finance Park. Pre-and post-assessments are
administered and data are collected.
Financial Literacy Education is incorporated into the Government Course. High school staff also
developed a full scope and sequence taught as a stand-alone course called Personal Finance that
includes key objectives, lessons and assessments. This is an elective can choose to take. Current
documents provide for the diversity of students’ needs, abilities, and interest.
Evidence: Students complete a teacher-made mid-term and end-of-unit assessment.
Montgomery County: Contact Maria Tarasuk at 301-279-3396 / maria_l_tarasuk@mcpsmd.org
Students explore topics of financial literacy in Grade 3 and 5 as part of their social studies instruction.
Lessons and resources appropriate to each grade level and aligned to the content standards are
provided to teachers through the MCPS Instruction Center, an online curriculum tool. The lessons were
developed in collaboration with the founder of Earn My Keep, a financial literacy program for students
and parents.
Evidence: Teachers collect formative data based on the financial literacy standards. The data comes
from student work samples that are embedded in the curriculum. For example, in grade 5, students
read a scenario and apply financial decision-making techniques to help them reach a goal. Teachers use
a data collection tool that helps them see overall proficiency towards the standards.
All Grade 7 students will engage in three weeks of financial literacy instruction in their Grade 7 social
studies course. This instruction is fully aligned to the Maryland Standards for Personal Financial Literacy.
Teachers will utilize the Junior Achievement Finance Park curriculum prior to taking students to the new
Finance Park Montgomery facility for a 4 hour financial literacy simulation involving budget decisions
within various income and debt scenarios.
Evidence: Students will be assessed throughout the curriculum implementation using a variety of
formative assessment tools. In addition the budget simulation generates reports indicating whether
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each student stayed within their budget or was unable to do so. Classroom debriefs also occur after the
experience to further gauge student learning.
The content standards for Personal Financial Literacy are incorporated into the National, State, and Local
Government course taken by Grade 10 students. Teachers are provided with lessons and resources to
support their instruction of the financial literacy standards. Teachers from all high schools also use
online modules provided by EverFi to meet many of the financial literacy standards. Grade 10 students
taking Advanced Placement Government also engage in these lessons following completion of the AP
examination.
Evidence: Many teachers use the Ever-Fi Financial Literacy modules to assess student growth in
financial literacy principles. Ever-Fi provides an annual report to the school district detailing the number
of schools and students who participated in the modules, as well as the average knowledge gained in
nine key areas of financial literacy. Montgomery County Public Schools has also developed financial
literacy modules aligned to the Maryland Personal Financial Literacy Curriculum that are available to
teachers that include checks of understanding at the conclusion of each lesson. This formative data is
used by teachers to determine the knowledge gains of their students.
Prince George’s County: Contact Rhonda Taylor at 301-669-6012 / rtaylor@pgcps.org
In PGCPS, Financial Literacy is integrated into the Social Studies curriculum in Grade 3 within Unit 4:
Economy: Everybody Works; in Grade 4 within Unit 4: Maryland’s Economy; and Grade 5 within Unit 4:
Project Citizen: Creating Civic Space. Individual lessons integrate personal financial literacy standards
with the use of materials and books provided by the Maryland Council for Economic Education. Also,
EverFi online curriculum is available for select elementary teachers and students.
Evidence: EverFi Vault is used, and teachers use EverFi’s pre- and post-assessments to monitor both
usage and progress.
In PGCPS, Financial Literacy standards are integrated into the Social Studies curriculum in Grades 6
through Grade 8. Financial Literacy standards are also incorporated in Mathematics lessons throughout
Grade 8 for interdisciplinary integration of the standards. Teachers receive professional development
and resources from the Maryland Council for Economic Education (“MCEE”) and Junior Achievement.
During the summer, AVID teachers participate in a four-session Fundamentals of Investing course
sponsored by MCEE and the information taught in this training is shared with middle school AVID
students via the Middle School Stock Market Game (“SMG”). Additionally, all 8
th
grade students
participate in the JA Finance Park in Prince George’s County.
Evidence: EverFi’s pre- and post-assessments are used to assess financial literacy knowledge and
skills. Students participate in Junior Achievement of Greater Washington (JA) Finance Park. Pre- and
post-assessments are administered and data are collected. Pre and post assessments are administered
to AVID students participating in the SMG, as well as participation in the InvestWrite essay contest.
All Prince George’s County Public Schools will offer a .5 credit Financial Literacy course beginning SY
2021-2022. The semester course becomes a graduation requirement in SY 2023-2024 and will be offered
through the Family and Consumer Sciences (FACS) course offerings and taught by FACS and Business
Education teachers. In addition the following programs have included value added components to
supplement the Financial Literacy course.
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Business Education:
Financial Literacy standards are addressed within many business education courses and across the
Academy of Finance programs of study courses in partnership with NAF. The literacy standards are also
addressed in business elective courses such as Entrepreneurship 1 & 2, Financial Management, and
Principles of Business, Management and Administration. Students are encouraged to participate in the
EverFi program
, Stock Market Game, and Personal Finance Challenge within the previously identified
elective courses. Students may also enroll in a course that allows them to operate a Capital One school
based bank branch or Educational Systems Federal Credit Union internship, offered at select schools.
Family and Consumer Science:
The Financial Literacy for Teens course is offered through FACS and will be offered as a semesterised
course. This course covers all of the MD State Curriculum Financial Literacy standards. Students enrolled
in the Financial Literacy for Teens course are taught from the Take Charge Today (TCT – University of Az)
financial education curriculum and have access to all the materials and resources provided by TCT, as
well as, NextGen Personal Finance and EverFi. Teachers receive a variety of resources and professional
development from TCT, NextGen Personal Finance, Everfi, Greater Washington Jump Start, and Towson
University. Students may enroll in a course that allows them to operate a Capital One bank or Education
System Federal Credit Union school based branch, offered at select schools. Students also have the
opportunity to complete the EverFi Financial Literacy course and receive certification in Financial
Literacy.
Social Studies:
Integration of Financial Literacy occurs in the Local, State and National Government course in unit 7
Domestic and Foreign Policy. Culminating activities within this unit include students creating
presentations such as conducting a model United Nations Simulation or conducting an Everfi financial
literacy simulation.
Evidence: Students engage in lessons from Take Charge Today, which incorporate a variety of
assessments. A Pre and Post Assessment is used for this course to determine student growth in the
content. EverFi’s programs, which also includes pre- and post-assessments, are used to assess financial
literacy awareness.
Queen Anne’s County: Contact Adam Tolley at 410-758-2403 / adam.tolle[email protected]
In QACPS, Financial Literacy is incorporated and taught through a variety of ways. Each school sends
representatives of teachers to work together to create an aligned Financial Literacy curriculum that is
incorporated into the math, Language Arts and Social Studies classes. Students take part in celebrating
Personal Finance Month. We have schools participating in school stores, market day and other local or
national competitions to demonstrate their skills in personal finance. We have partnerships with Junior
Achievement to complete JA in a Day in our Title I schools. This is an event combined with local
businesses interacting with the students and parents.
Evidence: EverFi’s pre- and post-assessments are used to assess financial literacy knowledge and skills.
In QACPS, Financial Literacy is incorporated and taught through a variety of ways. Each school sends
representatives of teachers to work together to create an aligned Financial Literacy curriculum that is
incorporated into 7
th
grade Social Studies classes. Students take part in celebrating Personal Finance
Month. We have schools participating in school stores, market day and other local or national
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competitions to demonstrate their skills in personal finance. Middle Schools are incorporating Financial
Literacy while they are teaching MS Excel. Students work on budgets and track their personal spending,
as well as work on want and needs assessments.
Evidence: Junior Achievement’s (JA) pre- and post-assessments are used. Students complete mini-
projects and are administered a teacher-made pre- and post-assessment.
In QACPS, Financial Literacy is taught in a stand-alone elective course entitled Personal Finance and is
offered at both high schools. Teams of teachers work together to align the social studies curriculum and
opportunities to incorporate personal finance into the daily lessons. Students are encouraged to take
elective business courses in Business Management and Financial Management using software. Career
and Technology Education students are encouraged to take Accounting I and the Personal Finance
courses in order to plan for owning their own business. Both of these courses incorporate the financial
literacy standards. Teachers of Personal Finance are trained to use the Junior Achievement Program.
Evidence: Students have the option to enroll in Personal Finance for one credit in which mid-term and
final assessments are administered. Assessments are also built into the financial literacy units that are
integrated in other content. Classroom teachers monitor and assess student learning after each unit to
ensure understanding. Formal and informal assessments are used throughout the units to measure
understanding.
St. Mary’s County: Contact Lisa Bachner at 301-475-5511 / lebachner@smcps.org
Instructional seeds are provided and embedded into the curriculum documents for financial literacy.
These instructional seeds offer opportunities for exploration and experiences for students across all
elementary grade bands, and align with the regulations. The instructional activities are distributed and
posted for all elementary teachers. In addition, all classrooms implement Bridges and Number Corner
curriculum which embeds financial literacy concepts and skills throughout the grade levels.
Evidence: Evidence is collected through instructional walkthroughs, formal classroom observations, and
formative assessments. These qualitative and quantitative tools are used to measure students’ acquired
understanding of financial literacy knowledge and skills.
Instructional seeds are provided and embedded into the curriculum documents for financial literacy.
These instructional seeds offer opportunities for exploration and experiences for students across all
middle school grade bands, and align with the regulations. The instructional activities are distributed
and posted for all middle school teachers. English Language Arts and Social Studies teachers implement
CORE practices and strategies using financial industry specific literature and information. In addition,
students in each grade (6
th
, 7
th
and 8
th
) participate in Career Cruising lessons and platform exploration
which is a program that embeds financial literacy concepts and skills.
Evidence: In sixth grade through eighth grade, students examine and apply financial literacy skills and
practices through multiple avenues. Evidence gathered at the middle school level entails various
artifacts, such as classroom observations, school-based instructional walkthroughs, service-learning
projects, and formative assessments.
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Financial Math and Financial Literacy are two standalone courses offered at each of the High Schools as
well as Financial Management which is a CTE Pathway consisting of four financial based courses. SMCPS
also offers students the opportunity to be a part of the Academy of Finance housed at Chopticon High
School which also is a CTE Pathway. The Academy offers unique courses in financial services to give
students extraordinary knowledge and skills, as well as career exploration in numerous financial
pathways. The curriculum includes dedicated classes founded upon the application of content,
integrated technologies, and extracurricular programs. Admission to the program is through an
application process based on students' past academic performance. In addition to those opportunities,
instructional activities across grades 9-12 in Foundations of Technology and Foundations of Computer
Science have embedded a financial component into the courses through the EverFi financial platform.
Further, additional classes such as Government (required for all students) embed units in financial
literacy aligning to financial standards and the MCCRS for Social Studies respectively.
Evidence: In regards to ninth grade through twelfth grade, instructional walkthroughs, observations,
formative assessments, and other classroom artifacts are used as sources on whether students are
acquiring the necessary financial literacy knowledge and skills including EverFi’s pre- and post-
assessments.
Somerset County: Contact Jill Holland at 410-621-6276 / jholland@sommerset.k12.md.us
At the Elementary School level, Personal Financial Literacy standards are integrated into social studies
for all students in grades 3 through 5. Some of the standards will be integrated into current Social
Studies units, while others will be taught as standalone lessons.
Evidence: Teacher assessments are used to assess knowledge and skills. Third grade has a county-wide
economic assessment that includes financial literacy standards/skills
At the Middle School level, portions of the Personal Financial Literacy standards are integrated into all
core content areas, including Family and Consumer Science. In addition, a two-week unit is included in
all sixth grade social studies courses. Finally, the Junior Achievement middle school financial literacy
curriculum is split between grades 7 and 8. With this in place, every middle school student receives
instruction in all the age level appropriate standards of the Maryland State Curriculum for Personal
Financial Literacy.
Evidence: A day at the JA Finance Park/simulation and/or JA’s Inspire event and teacher made
assessments are used to obtain mastery.
At the High School level, Personal Financial Literacy standards are integrated into all high school social
studies courses. In Contemporary Issues, a required senior social studies class, students complete the
Everfi curriculum online.
Evidence: EverFi’s pre- and post-assessments are used to assess financial literacy knowledge and skills.
Talbot County: Contact Rachel Strang 410-822-0330 or rstrang@talbotschools.org
At the elementary level, students are exposed to all financial concepts outlined in the MSDE Financial
Literacy document and the Talbot County Social Studies curriculum document. Through the use of
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classroom instructional activities and community-based opportunities, students are provided with the
necessary tools for making good financial decisions. The partnership with Junior Achievement (JA) also
allows students in grades 3 and 4 to participate in a variety of hands-on experiences. JA provides
programs and volunteers to each of our schools, as students explore the world of finance and how it
pertains to their family, their school, and their community. Through the use of trade books provided by
the MCEE, students are able to see the connection between social studies, economics and literature.
Evidence: Formal and informal assessments are administered throughout the financial literacy units to
determine mastery.
At the middle school level, students continue their process of becoming financially literate. Through the
use of the MSDE Financial Literacy document and county curriculum, students in grades 6-8 will engage
in a variety of activities in the regular classroom. Teachers utilize materials and resources from MCEE
and Financial Fitness. All social studies classes in grades 6-8 have the opportunity to play the Stock
Market Game and to utilize lesson plans connected with that program. Junior Achievement provides
programs and volunteers to each of our schools, as students explore the world of finance through the
"Economics for Success" program in grade 8.
Evidence: Formal and informal assessments are administered throughout the financial literacy units to
determine mastery.
At the high school level, Talbot County offers a course entitled “Career and College Readiness Seminar”
which can be taken by juniors and seniors. The curriculum incorporates key concepts stated in the
MSDE Financial Literacy documents. Students explore personal economic awareness, including financial
planning, budgeting, and credit. Talbot County has partnered with Junior Achievement who provides
training and materials for teachers to incorporate “Finance Park: Advanced” modules into this course.
Students also have the opportunity to participate in the Stock Market Game simulation.
Evidence: Formal and informal assessments are administered throughout the financial literacy units to
determine mastery. The students complete a simulation activity at the completion of “Finance Park.”
They apply the skills they have learned throughout the JA unit.
Washington County: Contact Amy Seylor or seylaamy@wcps.k12.md.us
WCPS elementary teachers integrate the Financial Literacy Standards in grades 3-5 through a text-based
approach during language arts, social studies, or math instruction. Teachers have access to resources
which include the Financial Literacy Standards, literature connections for each standard, lesson plans,
glossary, and additional resources, including websites and other materials of instruction. The texts that
are included to support the teaching of each standard can be incorporated into a read aloud, to support
guided reading, or as independent/group reading material.
Evidence: Formal and informal teacher assessments are administered throughout financial literacy
units.
The Supervisor of Career Technology Education and Content Specialists for Middle School Mathematics,
Social Studies and English work together to use the Take Charge Today, the PWC Earn Your Future
curriculum(s), Naviance, and NCTM’s On the Money resource as a foundation to develop lessons to be
provided to middle school students. The lessons are embedded in the middle school curriculum from
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Local School System Implementation
grade 6 through grade 8. It includes, but is not limited to units involving career planning, consumer
decisions, consumer protection, credit and decision making, using financial calculators, financial
institutions, food decisions, housing decisions, types of insurance, financial planning, investing,
understanding the paycheck and taxes, saving plans, spending plans, transportation decisions, values,
needs and wants, goal setting, and case studies regarding financial issues. The lessons address all of the
middle school standards for Personal Financial Literacy.
Everfi (ITEEA) curriculum resources are utilized at specific schools - Boonsboro, Clear Spring, Western
Heights - in middle school Technology Education grades 6 and 7. Systemically, this resource is also used
in Foundations of Technology in a unit on Financial Literacy. (Standards for Technology Literacy STL 1.J;
HSN.Q.A.1) Professional Development has been provided to teachers on the use of this resource.
Evidence: Formal and informal assessments, which include pre- and post-assessments, are used
to obtain mastery.
High school students access the financial literacy curriculum in the following disciplines/courses:
Social Studies: Local, State and National (LSN) Government is a high school course required for
graduation. Financial Literacy topics included in LSN Government are aligned to the Maryland Social
Studies Standard 4.0 Economics. In this standard, “Students shall inquire about decisions made by
individuals and groups using economic reasoning in order to understand the historical development and
current status of economic principles, institutions, and processes needed to be effective citizens,
consumers, and workers participating in local communities, the nation, and the world.”
1
Honors
Economics, Advanced Placement (AP) Macroeconomics, and AP Microeconomics are offered as electives
at some high schools.
Health/Life Skills: This is a high school course for all tenth-grade students with curriculum covering
employability skills (careers, scholarships, loans, job application credit information, etc.) financial literacy
(managing money, developing a budget, federal and state taxes, using credit cards, financing large
purchases, etc.), and family life planning (medical insurance, life insurance, and family support.) All of
the Maryland Financial Literacy Standards are loosely touched on during this high school course.
Mathematics: Financial Literacy is an elective high school course. Students study consumer decision
making, consumer protection skills, credit, types and functions of financial institutions, investment,
saving, insurance, paychecks, and taxes, housing costs, and spending plans to accomplish personal
financial goals. Standards addressed: (All) 1.12A-E; 2.12A-D; 3.12A-E; 4.12A-G; 5.12A-E; 6.12A-D.
Business Education: Principles and Applications of Finance - Students learn the knowledge and practice
they need to make informed financial decisions. Topics include, but are not limited to, revenue,
expenses, credit, money management, and risk management. Principles and Applications of Finances,
Financial Services, and Business Economics and Ethics - Academy of Finance pathway courses address all
of the standards. 1.12A-E; 2.12A-D; 3.12A-E; 4.12A-G; 5.12A-E; 6.12A-D.
Career Research and Development: As part of this seminar course in the CTE completer, students will be
introduced to advanced concepts of financial literacy to help them manage their personal finances.
1
http://marylandpublicschools.org/about/Documents/DCAA/SocialStudies/Framework/AmericanGovernment.pdf
(Retrieved 12/1/20)
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Local School System Implementation
Critical Thinking regarding financial issues will be emphasized and assessed through case reviews and
projects. 1.12.B, 2.12.A, C and D; 3.12.A, C, E; 4.12.F, G; 5.12.B, D and E; 6.112.A, D.
GLOW: GLOW is a financial literacy and college financial planning curriculum. Along with the support of
local mentors, the curriculum helps students overcome the challenges of financial literacy and funding,
empowering them to apply to, attend, and graduate from college and reach their greatest potential. The
WCPS Education Foundation provided funding to begin a pilot program of the GLOW Financial Literacy
and College Financial Planning Program at South Hagerstown High during the 2013-14 school year. The
program curriculum was piloted with 11th and 12th grade students who are enrolled in the
Advancement Via Individual Determination (AVID) elective course, in which students learn basic financial
concepts such as:
• Saving
• Budgeting
• Bank accounts
• Credit/debit
• Predatory lending
• Planning/forecasting
• Debt management
While learning the value of a college education, students also learn about the costs associated with
higher education. They develop a personal budget projecting tuition costs and other expenses and
identify sources of revenue, including financial aid, loans, scholarship opportunities, family contribution,
and employment earnings. The WCPS Education Foundation has expanded the GLOW curriculum to 9th
through 12th grades at four of the county High Schools: North Hagerstown High School, Smithsburg High
School, South Hagerstown High School, and Williamsport High School. The GLOW curriculum has
reached more than 650 students and volunteers have spent over 400 hours in the classroom. Plans are
being made to expand the program into middle school as well.
Evidence: Formal and informal assessments, which include pre- and post-assessments, are used to
obtain mastery. We also use Naviance pre- and post- assessments, Earn Your Future Digital Lab pre- and
post-assessments, and PricewaterhouseCoopers’ (PwC) Earn Your Future pre- and post-assessments.
Wicomico County: Contact Ruth Malone at 410-677-4560 / rmalone@wcboe.org
Within grades 3-5, students receive financial literacy instruction within their social studies classes.
Evidence: Junior Achievement (JA) provides a report to central office that highlights how many students
have been engaged in financial literacy through Junior Achievements. During instruction, teachers
conduct formal and informal assessments to ensure students are retaining the information.
Within grades 6-8, students receive financial literacy instruction within their social studies and family
and consumer science classes. Additionally all seventh grade students completed the Junior
Achievement “Finance Park” program.
Evidence: EverFi, Junior Achievement (JA) and the Maryland Economic Education Council provide
reports to Central Office highlighting student’s mastery of knowledge and skills
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Within grades 9-12, students receive financial literacy instruction within their World History, United
States History, Government, and Family & Consumer Sciences courses. All students are required to
complete World History, United States History and Government for high school graduation.
Evidence: EverFi, Junior Achievement (JA) and the Maryland Economic Education Council provide
reports to Central Office highlighting student’s mastery of knowledge and skills. H & R Block financial
simulations are also used.
Worcester County: Contact Jess McInerney at 410-632-5043 or [email protected]
In addition to areas of current content overlap, all 5th grade students participate in a unit of study based
on Financial Fitness for Life published by the Council on Economic Education and correlated with the
Maryland Financial Literacy Standards. Where standards are not sufficiently addressed by the Financial
Literacy for Life curriculum, instruction is supplemented with materials provided by the Maryland
Council on Economic Education and locally developed activities. Financial Literacy content is included in
the county-wide 5th grade assessment program. Most students in grades 3-5 also participate in Junior
Achievement’s programs at their grade level based on school resources.
Evidence: A battery of questions is included within the 5
th
grade countywide assessment drawn from
Financial Fitness For Life from the Council of Economic Education. EverFi’s pre- and post-assessments
are also used.
In addition to areas of current content overlap in social studies and consumer science classes, all 7th
grade students participate in a unit of study based on Financial Fitness for Life published by the Council
on Economic Education and correlated with the Maryland Financial Literacy Standards. Where
standards are not sufficiently addressed by the Financial Literacy for Life curriculum, instruction is
supplemented with materials provided by the Maryland Council on Economic Education and locally
developed activities. Financial Literacy content is included in the county-wide 7th grade assessment
program. EverFi online resources are infused into 6th and 8th Grade social studies programs of study.
Evidence: A battery of questions is included within the 7
th
grade countywide assessment drawn from
Financial Fitness For Life from the Council of Economic Education. EverFi’s pre- and post-assessments
are also used.
In addition to areas of current content overlap in government, economics, and consumer science classes,
all 9th grade students participate in a unit of study based on Financial Fitness for Life published by the
Council on Economic Education and correlated with the Maryland Financial Literacy Standards. Where
standards are not sufficiently addressed by the Financial Literacy for Life curriculum, instruction will be
supplemented with materials provided by the Maryland Council on Economic Education and locally
developed activities. Financial Literacy content is included in the county-wide 9th grade assessment
program. Students have the option of taking a Personal and Consumer Finance elective.
A battery of financial questions is included in the 9
th
grade benchmark from Financial Fitness for Life
from the Council on Economic Education. Students have the option of taking a Personal and Consumer
Finance elective which includes a final exam. EverFi’s pre- and post-assessments are also used.
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Financial Literacy Resources
Maryland Public Schools/Financial-Literacy
Found at URL: http://marylandpublicschools.org/programs/Pages/Financial-Literacy/index.aspx