Technology Teacher 03/12/2016

• If You Live In One Of These 11 States You May Be Flunking Finance | Investopedia

  • A State requires a standalone personal-finance course or that personal-finance topics be included in another mandatory course. In either case, the students' personal-finance knowledge is assessed
  • B State mandates personal-finance education as part of another course, but does not require assessment. In some instances, a math course may includes a partial assessment of persona- finance knowledge.
  • In general, states with a B grade include personal-finance topics in their instructional guidelines, and require local school districts to put them into practice. To graduate from high school in a B state, students must take a course that covers personal-finance topics. Courses that may include these topics: civics, economics, family and consumer sciences, business, and mathematics.
  • Earning a B on the report card were 13 states (26%): Arizona, Colorado, Illinois, Kansas, New Hampshire, New Jersey, New York, North Carolina, Ohio, South Carolina, South Dakota, Texas and West Virginia

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  Economics, including personal finance ½ credit -One credit in business essentials that will encompass career exploration in: 1. Overview of career clusters in business, marketing and finance; 2. Written and oral communication; 3. Mathematics and economics; 4. Legal and ethical behavior; 5. Safe and secure environmental controls; 6. Management of resources; 7. Employability and personal skills for success in the workplace; 8. Entrepreneurship; 9. Business practices including ethics and social responsibilities; and 10. Global economy; Become proficient in the use of 21st century tools to access, manage, integrate, evaluate, and create information within the context of the core subjects of: a. Reading; b. Mathematics; c. English and language arts; d. Science; e. Social studies, including civics, government, economics, history, and geography; f. Arts; and g. World languages - Economics and personal finance in the following areas: 1. Economics and the individual; 2. Basic economic concepts; 3. Cycles in the economy; 4. Financial institutions and the government; 5. International economics and trade; and 6. Managing personal and family finance; -Competencies in personal finance shall be a mandatory component of the required economics course

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  - Only 22 of the 50 states require high school students to take an economics course and only 16 states require testing of economics concepts, the survey found. Two years ago when a similar survey was taken, the totals were the same - Also, 30 percent of college students with loans drop out without having completed their degree, found the CEE, yet only 17 states require a high school course in personal finance. - While only 17 states require high school students to take a personal finance course and only six require testing of personal finance concepts, there has been some growth since 2011 when the totals were 13 and six, notes the report - However, California, Illinois, New York, Rhode Island, and Alaska not only do not require testing on personal finance, no courses are offered and no standards on personal finance literacy are currently implemented. - Essential Strategies for Advancing Financial Education for Young Americans”: 1. Introduce key financial education concepts early and continue to build on that foundation consistently through the K-12 school years. In addition, states should make a stand-along financial education course a graduation requirement for high school students. 2. Include personal financial management questions in standardized tests. 3. Provide opportunities throughout the K-12 years to practice money management through innovative, hands-on learning opportunities. 4. Create consistent opportunities and incentives for teachers to take financial education training with the express intention of teaching financial management to their students. 5. Encourage parents and guardians to discuss money management topics at home and provide them with the tools necessary to have money conversations with their children. -

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  - business education (5 units, including 3 in business communication, 1 numeric/clerical; 1 basic business economics - social studies (5 units, including 1 unit of either sociology, psychology, anthropology, political science or philosophy; 1 unit composed of national and state history; ½ unit in basic business and economics; and 2½ units composed of either geography, economics, world history, or global studies) -

• Obama Rekindles State Debates on Dropout Age - Education Week

  • Nationwide, roughly 3 million young people between the ages of 16 and 24 are dropouts because they do not have high school diplomas or General Educational Development credentials, nor are they enrolled in school, according to federal data released in October
  • Raising the required attendance age can help "on the margins," Mr. Rumberger said, but it places the focus on extrinsic motivation, rather than intrinsic motivation.
  • Daria Hall, the director of K-12 policy at the Education Trust, a Washington-based advocacy group for the educational needs of poor children, said compulsory-attendance laws put all the responsibility on students.
  • "We do need to hold our young people accountable for not dropping out," she said, "but we have to also hold schools accountable for ensuring that students have the supports, the engagement, and the rigor that we know matters for keeping kids in school and succeeding."
  • In some states with a compulsory-attendance age of 17, such as Tennessee and West Virginia, lawmakers have tried to up the incentive for staying in school by requiring students to attend until age 18 to retain their driving privileges

  • A Case Study

     

    In New Hampshire, lawmakers and state education officials began tackling the state's dropout problem in 2005.

  • It wasn't until four years later, in July 2009, that the state's mandatory attendance age rose from 16 to 18.
  • "We framed it as a moral imperative for everyone: the community, parents, kids and educators," Mr. Leather said. "The attitude before had been that if a student makes it through to graduation, then great, and if they don't, it's their personal decision."
  • The most significant factors in driving down the dropout rate have been the creation of multiple pathways to graduation, making the state's programs in career and technical education and adult education more accessible and setting up "personalized" learning plans that allow students to earn credits for what Mr. Leather calls "anytime, everywhere learning," or extended learning opportunities.
  • To support students who are participating in extended-learning opportunities, most of New Hampshire's high schools now have a dedicated coordinator, whose sole job is to develop and oversee such plans for students.
  • For the 2010-11 school year, the cohort rate for New Hampshire students who had dropped out of school and did not earn a GED was 3.3 percent, down from 4.4 percent the previous school year
  • A 2010 report by Mr. Balfanz's center notes that, of the six states that raised the compulsory-attendance age between 2002 and 2008, two—Illinois and South Dakota—saw an increase in their high school graduation rates. Only Nevada experienced a graduation-rate decrease
  • Setting school attendance requirements has traditionally been the purview of states and local districts, and many efforts have run into fierce opposition to budging from an attendance age of 16. A major reason is cost and issues around local control of schools. As with many state mandates on public education, school districts become responsible for carrying out the endeavor without additional resources to do so
  • When New Hampshire lawmakers first attempted to raise the attendance age, the effort failed because "people realized that just raising the age alone wasn't going to bring us much success," Mr. Leather said.
  • Still, since 2000, nine states have raised the compulsory-attendance age to 18, said Ms. Dounay Zinth
  • But all of them have also adopted other strategies to stem dropouts, which makes the change to the age requirement "very hard to isolate as a sole driving factor" in any decreases in their dropout rates, Ms. Dounay Zinth said.
  • the most prevalent argument against raising the age to 18 has been fiscal
  • "That argument that it costs more money to keep students in schools makes me cringe," she said, "especially when you look at the level of spending that states direct to prisons and social services for people who do not finish high school."

• Compulsory School Age Requirements

  - Compulsory School Age Requirements- Compulsory school attendance refers to the minimum and maximum age required by each state in whicha student must be enrolled in and attending public school or some equivalent education program definedby the law.- Arizona, Vermont and Wyoming all exempt children from compulsory attendance requirements uponcompletion of the 10th grade.Five states - Virginia, South Dakota, Nevada, Maryland and Connecticut - allow the minimumcompulsory age to be extended by at least one year if the parent(s) obtain a waiver from theirassigned school.Minimum compulsory age and corresponding number of states:Age 5: 8 states and the District of Columbia, Puerto Rico and Virgin IslandsAge 6: 24 states and American SamoaAge 7: 16 statesAge 8: 2 statesMaximum compulsory age and corresponding number of states:Age 16: 19 states and the Virgin IslandsAge 17: 11 statesAge 18: 20 states and the District of Columbia, American Samoa, and Puerto Rico- New Hampshire - ". . . any child at least 6 years of age and under 18 years of age . . . ."

• Section 193:1 Duty of Parent; Compulsory Attendance by Pupil.

  • TITLE XV
    EDUCATION

     

    CHAPTER 193
    PUPILS

     

    School Attendance

     

    Section 193:1

  • A parent of any child at least 6 years of age and under 18 years of age shall cause such child to attend the public school to which the child is assigned in the child's resident district. Such child shall attend full time when such school is in session unless:
  • (a) The child is attending a New Hampshire public school outside the district to which the child is assigned or an approved New Hampshire private school for the same time; 
            (b) The child is receiving home education pursuant to RSA 193-A and is therefore exempt from this requirement; 
            (c) The relevant school district superintendent has excused a child from attendance because the child is physically or mentally unable to attend school, or has been temporarily excused upon the request of the parent for purposes agreed upon by the school authorities and the parent. Such excused absences shall not be permitted if they cause a serious adverse effect upon the student's educational progress. Students excused for such temporary absences may be claimed as full-time pupils for purposes of calculating state aid under RSA 186-C:18 and adequate education grants under RSA 198:41;
  • (d) The child is attending a public or private school located in another state which has been approved by the state education agency of the state in which the school is located; 
            (e) The pupil has been exempted from attendance pursuant to RSA 193:5; 
            (f) The pupil has successfully completed all requirements for graduation and the school district is prepared to issue a diploma or the pupil has successfully achieved the equivalent of a high schoo
  • diploma by either: 
               (1) Obtaining a high school equivalency certificate; or 
               (2) Documenting the completion of a home school program at the high school level by submitting a certificate or letter to the department of education; 
            (g) The pupil has been accepted into an accredited postsecondary education program; or 
            (h) The pupil obtains a waiver from the superintendent, which shall only be granted upon proof that the pupil is 16 years of age or older and has an alternative learning plan for obtaining either a high school diploma or its equivalent.
  • (1) Alternative learning plans shall include age-appropriate academic rigor and the flexibility to incorporate the pupil's interests and manner of learning. These plans may include, but are not limited to, such components or combination of components of extended learning opportunities as independent study, private instruction, performing groups, internships, community service, apprenticeships, and on-line courses.
  • (2) Alternative learning plans shall be developed, and amended if necessary, in consultation with the pupil, a school guidance counselor, the school principal and at least one parent or guardian of the pupil, and submitted to the school district superintendent for approval.
  • (3) If the superintendent does not approve the alternative learning plan, the parent or guardian of the pupil may appeal such decision to the local school board. A parent or guardian may appeal the decision of the local school board to the state board of education consistent with the provisions of RSA 21-N:11, III. 
         II. A child who reaches the sixth birthday after September 30 shall not be required to attend school under the provisions of this section until the following school year. 
         III. In this section, "parent'' means a parent, guardian, or person having legal custody of a child. 
         IV. [Repealed].

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