State Curriculum Mandates and Student Knowledge of Personal Finance

By S. Tennyson, C. Nguyen. 2001

168 citations recorded by the source corpus.

Subfields: Accounting, Demography, Finance

View Paper: https://www.semanticscholar.org/paper/a534b7eda9429f695212b324c8a18af6b5f828d5

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Citations in the corpus

Consumer financial education and financial capability (2016, background): “Tennyson and Nguyen (2001) found that students in states that required specific financial education course work scored significantly higher than those in states with either a general mandate or with no mandate.”
A Literature Review on the Effectiveness of Financial Education (2007, background): “In the second study, Tennyson and Nguyen (2001) specifically address the effectiveness of school mandates regarding personal finance on knowledge levels.”
Financial Literacy of High School Students (2008, background): “In further analysis of the 1997 Jump$tart data, Tennyson and Nguyen (2001) found no association between mandates and test scores when averaged over all forms of mandates.”
Handbook of Consumer Finance Research (2008, background): “…test data found that the characteristics of the state mandate for schools mattered because more specifi c course mandates for personal fi nance education had a more positive effect on student fi nancial knowledge whereas those mandates that were broadbased did not (Tennyson & Nguyen, 2001 ).”
Effect of Personal Financial Knowledge on College Students’ Credit Card Behavior (2009, background): “Research among secondary school students has suggested that financial education has a positive effect on financial competency (Langrehr, 1979; Tennyson & Nguyen, 2001).”
The Economic Importance of Financial Literacy: Theory and Evidence (2014, unknown): “These points were underscored by Tennyson and Nguyen (2001) who revisited the Jump$tart data by looking more closely at state education requirements for personal finance education.”
Age differences in consumer financial capability (2015, background): “Financial education for youth may have profound impacts on individual and societal well-being (Tennyson and Nguyen, 2001; Hira, 2012; Lusardi and Mitchell, 2014).”
Financial Literacy and Financial Behaviour: Experimental Evidence from Rural Rwanda (2016, background): “In developed countries, various studies verify this ﬁnding (Danes et al. , 1999; Greenspan, 2001; Tennyson and Nguyen, 2001; Hira and Loibl, 2005) but no matching evidence exists for developing countries.”
Financial education in schools: A meta-analysis of experimental studies (2020, background): “While this literature documents a positive effect of financial education on financial knowledge (Tennyson and Nguyen, 2001) and on savings (e.”