High school curriculum and financial outcomes
the impact of mandated personal finance and mathematics courses
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Author
Contributions
- Paulson, Anna, author - Contributor
- Shastry, Gauri Kartini, author - Contributor
- Harvard Business School - Contributor
Publication
2014 - Harvard Business School, Boston, Massachusetts
Language
English
Word Count
12,000 words, Guess
Page Count
48 pages
Identifiers
- OCLC Control Number878854336
- Open LibraryOL43062456M
Description
Financial literacy and cognitive capabilities are convincingly linked to the quality of financial decision-making. Yet, there is little evidence that education intended to improve financial decision-making is successful. Using plausibly exogenous variation in exposure to state-mandated personal finance and mathematics high school courses, affecting millions of students, this paper answers the question "Can good financial behavior be taught in high school?" It can, though not via traditional personal finance courses, which we find have no effect on financial outcomes. Instead, we find additional mathematics training leads to greater financial market participation, investment income, and better credit management, including fewer foreclosures.
Subjects
Series Statement
- Working paper / Harvard Business School -- 13-064
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