Examining the Most Effective Time to Teach Financial Literacy in the Medford School District

Abstract

The intention of this study is to determine the most effective time to teach financial literacy education to the students in the Medford School District. There is a lot of research surrounding financial literacy such as the importance of teaching financial literacy concepts and the concepts that should be taught within the financial literacy curriculum, however, there is no research reporting when the best time to teach financial literacy education is. The research questions addressed in this study include when do students establish financial habits, what experiences do students have to cause them to develop financial habits, and when do students feel it is necessary to receive financial education. This research study includes collecting quantitative and qualitative data, respectively, to gather information to answer the above questions and determine the most effect time to teach financial literacy to the Medford School District students. The analyzed data showed that students are being taught financial literacy too late at the Medford School District and the students are finding a need for those financial literacy skills earlier than senior year. Most students want financial literacy to be taught before senior year. The recommendation based upon the data and findings in this research is to move financial literacy to earlier than senior year. There is a need to investigate further into when the course would be placed in a student’s schedule, if the course could be split to fit the need of students, and if the graduation requirement will remain the same.