Name: Some is Good, More is Better: Creating Financially Prepared Students
Uploaded: 2026-07-15T17:30:09.601Z
Duration: 1 h 15 min
Description: Some is Good, More is Better: Creating Financially Prepared Students

Transcript for "Some is Good, More is Better: Creating Financially Prepared Students": Hi. Welcome to Some is Good. More is Better, creating financially prepared students. We have a really knowledgeable and compassionate group of speakers with us today. While we wait for everyone to get bumped into this session, please share in the chat your first job, and did you open your bank account before or after you started your job? I'll get started and we'll hear from our panelists too, but my first job was at limited two. I think there's a new resurgent at Kohl's maybe or JCPenney with limited two. Loved it. But I opened my First Savings account with my parents at their credit union. I did that many years before. It was a really big part of my memory, but most importantly, I remember the lollipops. Paola, you wanna share your first job? Yeah. Of course. Mine was babysitting, and I wish I could say I opened it before or during the babysitting job. But in reality, it all just went to shoes. So it's definitely after. Louis, doctor Dan? My first I opened my account before I started working at the Teachers Credit Union in Florida. And then my first job was babysitting and mowing lawns, and I made more than minimum wage back in 1983. Incredible. While before doctor Dan shares, make sure you take a look at these virtual tips. I know you just heard these from Roxy, but give a look. Keep sharing in the chat. And doctor Dan, how about you? Sure. I did mow lawns for my, grandfather, but that was a cash only, business. But my first real job with a paycheck was, working at CVS, and I had opened up an account. My parents had opened up an account for me, a savings account for me at their bank. So, that made it a lot easier to deposit my checks once I did start getting paid. I love it. And I saw some great ones. I saw Dairy Queen, LOTA Babysitting. I just saw some, opening working at law offices. So awesome. Keep sharing in the chat. We want this to be an engaging conversation today. But before we get going, thanks for sharing all your job. We're excited to share the next forty plus minutes with you. We'll be kicking things off with introductions from our presenters, dive into the research behind effective personal finance education, hear from an educator who's teaching these real world skills every day, and explore ways schools can harness the power of their community by partnering with financial institutions to enhance student learning. So we'll do our best to save time at the end of the session for your questions, so be sure to add them to that q and a box over there on the right. So, doctor Dan, I'll kick it off to you to get us started with introductions. Oh, thanks so much. Am I just introducing myself or the whole group? Just yourself, doctor Dan. Awesome. So I'm doctor Dan Zap, he, him pronouns. My PhD is in applied developmental psychology, and I'm the senior director of research here at EverFi. I've been working here for over fourteen years at this Thanks, doctor Dan. Louie? I'm. Louis Bonsfield, and I teach government economics and psychology at Huntington Park High School, the home of Greece. And I have been integrating EverFi in my courses for, oh, years. That's all I can say. And they're very interactive and fun. Go, Grace. Lightning. Paola, how about you? Hi, everyone. Pleasure to be here with you all today. My name is Paola Garcia Abbo. I'm vice president and managing director at OneMain and head of Impact. I manage our credit worthy program, which is our free financial education program. Thanks, Paola. Hi, everyone. I'm Jessica Golden, principal of k to l district partnerships at EverFi, where I've spent nearly twelve years partnering with mid to large sized districts across California and Southern Arizona or in the Southwest, but I'm based in Phoenix, Arizona. So before joining EverFi, I was a middle school science teacher, so I know firsthand how the incredible impact educators have on students every day. And I'm super passionate about bringing financial education to students, so I'm really excited to be with you today for this session. So, doctor Dan, let's dig into the research. Thanks so much, Jessica. I really appreciate that. So, before we get into the real applications, I wanna talk about what the research says about creating financially prepared students. And when we talk about that, we're talking about developing financial capability. And so that has three different components. There is, of course, financial literacy. There's financial knowledge, what you know about a subject, your understanding of things like interest rates, how mortgages work, how loans work, and things like that. But then there are also your attitudes and your behaviors, and the three of those together compile your measure of your how financially capable you are, how likely you are to overcome an obstacle in the future related to your finances. And so that mainly, in terms of attitudes, includes financial confidence or financial self efficacy. Your feeling that you can do something, that you can accomplish something that's set in front of you. And then there's financial behaviors because we know that they change actually in that order. That first, we change what a student or a learner knows about something. Once they've internalized that and made it part of their schema of understanding about themselves, they can change that change their attitudes about something, what they think about the world, what they think about their own possibilities, what they think about their own options for behaviors. And only then after we've changed what someone knows and we've changed what they think and feel, can we see changes in their actual behaviors, in their financial habits. So we know they change in that order and that we need all three to create a financially capable individual. And research has shown at this point, financial education does work. If you look at the work from GFLEC that came out in 2020, they studied 76 different experiments on financial education programs from 33 different countries across six different continents and proved without a doubt, education does work. When it's done correctly, financial education can change financial literacy, financial attitudes, and downstream financial behavior. So this is no longer a question about does financial education work. Now we wanna talk about how does financial education work or what types of financial education work the best. So it's a poll question next that I wanted to pose to the audience about what percentage of US adults do we believe can pass a basic financial literacy test right now? Is it less than 25%? Is it 25 to 50? 50 to 75, or is it higher than that? And we'll just give it a couple more seconds to get some answers in here. Okay. And now can we close the poll so I can see all of the, results? Alright. Great. So a lot of you were right. It's actually less than 50% in The US, and that varies across the world globally, but it's not good anywhere. It's not over 50% in almost any country that was studied. So we're lacking the first step in the development of financially capable individuals. Gen z's are even lower than generations that have come before them, so they're not getting this education. But when we ask individuals, when we ask parents, when we ask adults, do you think this type of education is critical for your children? Do you think there should be a mandate in financial education for graduation? The vast majority, 88% agree, yes. There should be a mandate for this for education, from k through 12 school. When we ask them about, do you wish you would have had some type of education, like this when you were younger? Again, 80%, yes. I really wish I would have had this myself. I feel like this could have helped me out a whole lot. So if we move on and take a look at the current scope of how things are today in the country is we've already got 30 different states in our country that have some form of mandate for this type of education for graduation from high school. There are varying degrees of what this mandate means, whether that's a personal finance course, whether that's an economics course, whether that requires a passing grade for you to be able to get your graduation requirements, or whether you just need to be exposed to the material. And there's also varies in how well how far along this is being put moved from policy to practice. And we've got a ton of other states now that are also starting to adopt or building mandates to adopt this requirement for graduation. So there is a groundswell happening across the country where legislators, teachers, administrators, parents, and students are all realizing how critical this is, especially in such a volatile economic environment that they get this type of education. But we also know that policy does not equal practice. Policy is just saying something is important. I think we should do something about that. Practice is making that happen. And when we ask college students about, did you take a financial education course in high school? Even from those states where there already is a mandate in place for graduation, we're only seeing about 30% of those college college students telling us, yes. I took something when I was in high school, which either means, one, it did not make it down to their experience. Like, the policy didn't make it all the way down to practice, and they weren't exposed to anything at all. Or two, it was so forgettable that they did not retain it at all. Both of those are problematic for us. So the last thing I wanna talk about is what the research says. Our internal research here at EverFi and the external literature base as a whole says about financial education research. As I mentioned before, huge meta analysis of all these studies shows there is a positive impact on downstream behaviors. A lot of studies in the past have shown, yes, there is an impact on knowledge, but that will dissipate over time. Yes. If the education is on a very surface level, it may only impact what students know, and that can degrade over time, like anything that we learn, if it's not reiterated, if it's not taught again and again. But if it's done well, it can affect downstream behaviors. We also know from asking parents just this past, spring during financial literacy month, the vast majority feel this is necessary for their students, wish they would have had it when they were growing up, think it's critical for the development of their kids and their success in adult life, and believe it should be a shared responsibility between the schools and the parents. We also know that in that sphere of knowledge, attitudes, and behaviors, that confidence, financial self efficacy, financial confidence can totally moderate the relationship between what you know and what you actually do. So even if you have a high level of knowledge, if you have very low confidence, you will not engage in responsible fiscal behaviors. We need to increase that confidence. And one of the things the research shows us about adolescence is that realistic scenarios, consequence free, simulations are what really help teens develop that self confidence. Right? So doing something, going through a FAFSA form, filling out a tax return in a simulation can really help teens feel, I know that I could do this in the future. And EverFi's courses include these things, and we know that the courses are shown to increase financial confidence. We also did a study, funded by the MassMutual, Foundation, where we followed over 300 families across the country for three years. And we gave them a series of different courses or we gave them no courses at all. And we found that for the students who took just one course over the three years, they had some improvements in their knowledge and attitudes, but those disappear over time when they weren't being reiterated, when they weren't being taught again and reinforced. For those students who got multiple courses over that three year period, the impacts were stronger, they lasted longer, and they were more likely to develop into behavioral intentions and actual behaviors in the future. So again, some is good, more is better. We published that study for, we've submitted that study for publication in academic journal, should be coming out very soon. We'll be able to share that research, with you. And then finally, when we go into our data and we take a look at we ask students themselves in our courses, what are they doing? How do they feel about things through our surveys and our assessments? We know that the vast majority of students are already engaging with financial resources and, in terms of peer to peer payment apps, in terms of transactional bank accounts, in terms of plans for investing and, plans for the future. However, we also know that many of them are telling us, like, yeah. I'm doing this, but I don't feel confident. I don't feel prepared. I'm worried about the future. And when we're increasing access to these resources, but we're not increasing education and confidence, then we're just building risk for these students in the future. So this this education is necessary, it is effective, and it is valued by teachers, students, schools, admins, legislators, everybody. So to talk to you a little bit more about how we apply this in real life, I'm gonna pass this over to my colleague, Louie. So before we take a look at why I teach personal finance, I'd love to hear from all of you in the chat. Tell us, if you are not already teaching personal finance, what may be holding you back? Any challenges you may face? And if you are already teaching personal finance, what tips do you already have for beginning it? We want to, use this space here to collaborate for all of us to take away and I one idea at least that we can apply to our students when we start in the fall. And, Louie, I'm seeing overwhelmed by options, not enough time. Time being a big one. We know that's the key component. Overwhelming options. Yeah. Time and resources can be a challenge. Real life scenarios. Yeah. Maybe not feeling, not very knowledgeable about what to teach. Not haven't done that before. Time. I see one about parents learning first. I do teach personal finance. Love to see that, but I think the time time stamps, you know, is really standing out. So, Louie, I think this is perfect for, what you have to share with the audience. Okay. So I see personal finance as more than just a subject. It is a critical skill for all of my students and actually all of my seniors that I teach, as well as for middle school and high school students. In fact, in our state, we are getting ready to mandate middle school and high school financial literacy. As they prepare, we use this to help them transition for independent adulthood. The necessity of this instruction was underscored for me in a deeply personal way, while assisting my own daughter, my oldest one who's 39 with her taxes, when she made this remark. Dad, they never taught me this in school. And that's when I realized that financial literacy is so important, and it is a central bridge between the classroom and the real world. Student, and my mission has been since I started using Neverify to ensure that every student I teach is equipped with the knowledge, feeling confident, and prepared for the future that awaits them. My goal has always been to make sure students leave the classroom with practical skills they can use long after graduation. Since I weave personal finance into my economics course, rather than just teaching it as a stand alone course, I integrate lessons throughout the year in ways that connect to what students are expecting in real time. For example, I love kicking off the school year with investing. We use marketplace investing and investing basics to explore the role that students play in the economy. They get a chance to actually see how much money they can make. They challenge them if they can make more money than I can at the end of the year. And then the students put their learning into action. We use the Investopedia stock market game, and helps challenges them because it it mirrors everything that goes on. I challenge them all to be successful investors. Later on in October, I transitioned to pathways, which is financing higher education. This has helped students prepare for that important conversation about college cost and FAFSA. I do this to prepare prepare my students, because it is needed for their financial applications. And in ARC State, it is a graduation requirement that they all file for FAFSA. Then in the winter time, right after winter break, we start the year with economic foundations for high school and then also ever financial literacy. Focusing on budgeting and saving, the skills that help students see financial goals and build positive habits habits. What I love about this approach is that personal finance doesn't have to be an all or nothing commitment. Whether you are have time for a single lesson or a short activity or or an entire digital course, these courses don't take very long. The longest I've ever had students really work on this was maybe twenty, thirty minutes. So timing can be mixed in throughout everything that you do. And I try to get the things that are gonna matter the most to my students' lives, making it both timely and meaningful. I love the thematic implementation, Louie. Like, when when it's coming up in their real lives and they're experiencing these things, implementing some of these. So, you know, we heard from doctor Dan, some is good, and this is how you can integrate whether it's just one lesson that is applicable to your students or maybe you're doing more. And so, Louie, thank you for sharing that. I'll I'll kinda dig in a little bit more about the more, how we compound knowledge and confidence. So as you heard from doctor Dan, a single financial education course can make a meaningful difference, but we also know that research shows that ongoing financial education leads to even greater and long longer lasting impact. So that's why EverFi really thought about how to build resources for elementary, middle, and high school students, creating a continuous learning journey that builds both knowledge and competence over time using real world scenarios. And I saw on the chat someone said, senior year is too late. So this is really what we're thinking too. How are we getting this built into as those early elementary students as well? So in elementary school, Vault understanding money introduces foundational financial concepts through an engaging interactive experience. And then in middle school, students can deepen their learning with FutureSmart, Save Up, and Smart Economics, which expands on topics like budgeting, saving, and understanding how their personal finance connects to the broader economy. And then finally, by high school, students are ready for EverFi financial literacy. This is our one zero one course that's going to cover, many subjects going wide, and then we can dig in deeper with our full suite of financial education resources. This can support everything from individual lessons like you heard from Louie, all the way to a comprehensive semester long course. So if whatever it might be, if I saw someone say, hey. We do this after testing. Fantastic. Take this, build out a unit, build out just one or two lessons that really apply to your students, or take this and use it as a full semester resource. If you are doing that, we know as doctor Dan I know you've already seen this map, but 30 states have identified the critical need to teach and require personal finance as a graduation requirement in a stand alone course. But I know not all states that are highlighted on the map teach personal finance. I see you Arizona and Nevada. I'm based in Phoenix. I know these standards are covered in economics. So this is another way to be able to integrate and pull from these resources. So for states that do require or moving towards requiring a semester long personal finance course, we have created a state collection that brings together all of the lessons aligned to your state standards and graduation requirements. This makes it easy to ensure you're covering the required content while quickly assigning an entire course sequence to students with just a few clicks. So beyond the digital lessons, which we've heard about today, we've also developed unit guides, offline companion activities, and a capstone project that helps students apply what they've learned by creating a personalized plan for their future. And you're never on your own. We don't want you to do this on your own. I saw some people sharing, hey. I've never taught this. I don't know how. I'm overwhelmed by the resources. So our team of district leads and implementation success specialists are really here to support you every step of the way, helping you make the most of your resources and empower students to become confident, financially prepared adults. So we know that the education is critically important, but so are the relationships. So Paola Garcia Abbo from OneMain Financial will share how to lean on your community to take students' learning beyond the curriculum. Paola, I'll pass it to you. Thank you so much. Okay. So to kick things off, I'd love to know from everyone. Please use the chat. How many of you already partner with the financial institution, whether it's a local bank, a credit union, or another organization, all in support of financial education? And if you do, if you could let us know, what does that look like? Do they come to your classroom? Do they provide guest speakers, scholarships, volunteer opportunities? Just curious here. And maybe you're thinking we don't have partnerships at all, and that's helpful to know too. Alright. So I'm seeing it's a great idea. Nope. None. Yeah. Mini lessons. Okay. This is great to hear. I ask all these questions because, you know, every school is different. Every district has different needs too, different resources, different requirements as we heard today. This isn't really a one size fits all approach to financial education and there shouldn't be either. The best partnerships are the ones that meet educators like you all where you are. They complement what you're already doing and they align with your curriculum and they make your job hopefully a little bit easier, not more complicated. So that's exactly the approach that we've taken and that's what I'd like to share with you today. So if we jump to this slide, yes, this why credit education matters, let's talk specifically about credit. So we've already talked about financial education and when we think about financial literacy, we often think about budgeting or saving. And those topics are incredibly important, but credit is often the missing piece to the puzzle. Whether students choose college, a trade, military, or they go directly into the workforce, they're likely gonna encounter credit much sooner than they expect. Their first credit card, financing a car, renting an apartment, even qualifying for certain jobs or insurance rates can be influenced by your credit history. So that's one of the reasons that I'm so passionate about this work at OneMain. Financial education isn't just about teaching students how to borrow money. It's about giving them knowledge and the confidence that doctor Dan talked about earlier to make informed decisions throughout their lives. And so now if we know that credit education matters, the next question becomes, well, how do we make it easy for teachers to deliver it? And that's exactly the challenge that we set out to solve. So more than a curriculum, if we go to the next slide, when we started building CreditWorthy, we thought, how could we build this to support our educators? We wanted to provide more than just a set of lessons. We wanted to provide a partnership, like I mentioned before. Take a look at this photo that you see here on the page. It's one of my favorites because it captures exactly what the partnership looks like. These are students learning directly from financial professionals, folks on our team, local in El Paso, Texas. They're celebrating achievements with the big scholarship checks and seeing people from the business community invest in their future directly. For many students, that may be the first time that they've had the opportunity to talk to a financial professional and ask questions like, how do I build credit, or what does a career look like? Those conversations are really what make financial education come to life. And, of course, it starts with a strong curriculum. Yeah. Let's go El Paso. I love that. Our lessons are aligned to state standards. So they cover topics like budgeting, banking, credit fundamentals, and responsible borrowing. They're designed to fit what you're already teaching but not create something entirely new, and we don't stop there. So we know students benefit from hearing the real stories, and so that's why we have volunteer classroom visits so teachers can request for us to visit either in person or virtually. And then our team members love sharing practical advice when they meet the students, answering their questions, and then connecting those classroom concepts to real life. And because we know that learning doesn't stop when class ends, we also provide digital resources that students and families can access along with scholarship opportunities that encourage the students to continue investing in their education. Everything we offer is built around one goal and it's making financial education engaging, accessible, and easier for educators to implement. And so now that we've kind of talked about why this work matters and what a strong partnership can look like, the next question is probably what everyone's thinking is, does it actually make a difference for students? So let's take a look at that impact. The answer is yes, and we're incredibly proud of the impact we've already seen. So if you all can see this, today, credit worthy itself itself has reached more than 700 and 100,000 students in over 5,000 schools across the country. So that means approximately one in every five schools nationwide has used the program to some capacity. But, honestly, the numbers that mean the most to me aren't just the number of schools or the number of students. They're what the numbers represent. Over one million hours of financial education have been delivered. Think about that for a moment. That's over a million hours of students learning skills they'll long use after they leave high school. And we've also had the privilege of bringing financial professionals directly into classrooms through hundreds of classroom visits like you see here and thousands of volunteer hours. Those interactions give students the opportunity to ask real questions, hear real stories, and see what those financial concepts look like outside of a textbook. And because we believe in investing in the students beyond the classroom, we've awarded more than $300,000 in scholarships to help students continue pursuing those educational goals, and we're only halfway through our goal here. So lots left to give from the scholarship angle. And the impact we've seen isn't something just to OneMain alone. It happened because educators open their classrooms, embrace the partnerships, and recognize the values of giving students practical financial skills. And we'd love to continue to build those partnerships with more schools and more districts as well. Everything we've talked about here today, the curriculum, the volunteers, scholarships, the classroom visits, all of those are tools, but they're not the main goal. The goal is really to help students leave our classrooms with the confidence to make those informed financial decisions. Because when the students understand those financial concepts, they gain so much more than knowledge. We talked about this. They gain confidence. They build financial capability. They develop critical thinking and decision making skills. And perhaps most importantly, they gain access to opportunities they may not have thought were possible. And as educators, you're already preparing students for colleges, careers, and life. We simply just wanna be a partner in that journey. And while students may not remember every assignment or every test, they still will remember the first time that they applied for a credit card, that they financed a car, that they signed up for a lease or even bought a home. If something they learned in your classroom helps them make a better decision later, then together, we're making that lasting impact. So before I wrap, I just wanna say thank you for all the work you all do. It really makes our work so much easier. We're honored to support you, and we'd love the opportunity to continue partnering. For now, I'd like to pass it back to Jessica for some closing questions. Thank you, Paola. I love hearing what OneMain is doing and how you all can leverage these incredible partners in your community, whether they're national or local. I do wanna call out right in the EverFi platform, you're able to use a request for a class visit. There's a form you can fill out, put in the dates and times that you're available, and we'll work hard to connect you with a professional in the field to engage with your students. We recognize how important that is, and for many of you, it's also part of the standards for personal finance. So we'd love to hear. I saw some great questions come into the q and a. So I wanna call out before we start answering these questions. We have some incredible free resources available for you. You can scan that QR code to find your free classroom resources at everfyfind.net. But we also have listed here the EverFi financial literacy toolkit. We have a scholarship toolkit that's updated annually, semester long personal finance curricula, as well as our all course one pager. And then I don't wanna forget the incredible tool that Louie said where he's like, I'm competing with my students. Who can earn more, with Investopedia stock market simulator? So definitely check that out. We wanna continue to share resources across the board because what's most important is that students is getting are getting access to this critical information. So I'll pause. Our first question is from an educator asking if high school students never received financial literacy before, should we go back to the elementary lesson so that they have them, or do the high school courses also cover some of the basics? Jessica can answer that. Yeah. Go for it. Yes. You have full access to all of the courses that are in the EverFi suite, and I have actually gone back with some of my students and taught some of those middle school level courses for my students and also I use them to integrate throughout the whole year working with my advisory students that are a group of students that roll with me for four years. So they get stuff all the time. I have other teachers in my campus doing the same thing. So going back and catching up those middle school ones are awesome. Thanks, Chloe. Yes. And and the other one the other question and follow-up was that, would do teachers have access to other grade levels? And you absolutely do. I will say EverFi financial literacy for high school is going to cover all those foundational knowledge skills that students are going to need. So you don't necessarily need to go back into the lower grades. There's going to address them where they're at, at the high school level, but you absolutely have access to the full suite of resources to meet the needs of your learners. You know them best, and we have confidence that you'll implement the resources they need most. Doctor Dan, do you have a bibliography or publish the data that is being quoted? Yes. Yes. I can provide all the resources for other research that's, that's being quoted, here. Some of it is external resource, research that we've looked into ourselves, and some is research that, we've conducted, within, the school. But if you want to, a number of these resources can be found at everfy.com/research. If you want to go look up, many of the reports that we've done internally, I can also provide a bibliography for any of the research that I've referenced today. Great. Thanks, doctor Dan. Also, I wanna call out Stacy here shared, my student told me she learned more from the EverFi programs in all three years of math class. It was content she actually needed for real life. I just have to call that out. That feels good. We know we wanna make sure we're making students feel prepared for the world that's going to be theirs after they graduate. So thanks for sharing that, Stacy. Another question we have is, related to tech, we can if you have any tech issues, our team is here to help. As I shared, we have a team of district leads and implementation success specialists that are here to partner and collaborate with you. So if you cannot access through your Clever account, there is a rollover in the summer, so sometimes the Clever integration is paused. But you can always visit everfy.com forward slash login, and that is where you will see the login options with Clever, ClassLink, Google SSO, as well as the traditional registration process. Oh, great question. Paola Paola found this one in the q and a. So how do you accommodate for exceptional learners and English as second language learners? So doctor Dain, are you able to I'm I'm happy to share too, but I didn't know if you had anything off the top from our research side. Nothing off the top of them on the research side. You'd be teaching it in the same way, just using different modalities for those individuals. And it becomes more important to start early and to build those, build that understanding early with foundational concepts and reiterate on those while introducing complexity at a developmentally appropriate pace. Thanks, doctor Dan. The other thing, for English as our second language learners, we do have translation to Spanish for our financial literacy suite. So right within the student dashboard, students have the option to change the language to Spanish. In addition, we have a one pager that I'm happy to share out and follow-up that talks about all the different modalities in ways that EverFi meets the needs of students, with special needs. So we're happy we really think about that when developing our courses. How are we developing them to be accessible, and how are we developing them to make sure that comprehension is capable for all learners? One thing that we do within our courses is there's, audio support throughout. So we highly recommend that your students have headphones so that they can both hear and read the text, and the imaging is matching what students are hearing in their ears. So helping them to connect the context on the screen to what they're hearing. We build out we also all of our resources include pre and post assessments so that you can get real time data about how your students are performing. From there, you can know, hey. This is an opportunity to reteach this content, or maybe I need to do small group conversations with some of these learners to make sure that they are really comprehending the information. Alright. I'm looking for some other questions in the q and a. Trying to keep up with, everything in the chat here. Jessica, I did see one question from a, a participant about how we're able to offer these courses for free, if we wanted to speak to that briefly. Absolutely. So organizations like OneMain, that we have here today, they are funding these programs so that our schools and districts can use them at no cost. That means all of the digital education that you see, all of the offline resources, and all of the support from our team is fully funded by these no national and local partners. They wanna. give back to their community. They believe in this education as you heard from Paola, and they wanna do good. And so that is what helps fund all of this. Everything is available at no cost, but there's also those super great values, those scholarships, those classroom engagements. So there's more beyond just the digital education that. these partners are funding. Even some of our research, which is fantastic. Thank you, sponsors. Yes. Thank you. Alright. I I think we have time for about one or two more questions. So I see one that says, I teach seventh grade math. I would love any advice on how to implement it into my math classroom. Louie, is this something that you wanna take and kinda share how you might approach it? Yeah. In fact, I can't think of the name of the course right now, but there is one that is about entrepreneurship, that takes the kids through developing the course. What is it? What is it, Dan? Venture. Venture. Yes. Venture. So that course is a great one to probably even kick start getting kids to even think about it. And then even throughout using the middle school, economics course, the, middle school, financial literacy, those are big helps right away. And Venture is getting a whole new face lift, and is launching in August. So I know you didn't mean to prompt that, Louie, but while we're here, I wanna give it a shout out that the new course is launching in August. Oh, I can't wait to see We also have, additional. middle school courses. So if you are teaching seventh grade math, I love the idea of if, we go back to to Louie's slide, thinking of how we can thematically integrate some of those lessons when it really is applicable to their life. So in the new year, maybe you're implementing future smart, a budgeting lesson. There you can have students incorporate some of the math skills they're learning into that budgeting component. We look at cost per unit. So being able to integrate some of those components as you're helping students think about smart shopping within future smart. So, really, I think the thematic implementation, if you're a seventh grade math teacher, I know you are stretched for time. You are really making sure you're addressing all your standards. But I think integrating some of those thematic lessons can help reengage. your students into why math is so critically important as well. And this is so great to hear about this type of content being introduced earlier and earlier because as one of our participants said earlier, twelfth grade is too late. Research shows us that these children have already developed a sense of money and their relationship to it that is essentially adult by the time that they're in middle school. And so rather than incorporating new information, they're just assimilating new information. So we've got to start earlier with helping them build their own scheme about what money is and how it relates to their values, their wants, and their needs. Because beyond that point, they're taking in new information, but they're not necessarily changing what they've already thought. They're just fixing that to fit into the holes that they already have. We need to start early. It needs to be it needs to be basic at the start and be foundational, and then introduce complexity while reiterating core concepts over and over again, much like we teach anything else. We wouldn't expect kids to graduate and go off into the real world with one semester of history, with a forty five minute course on science. Why do we believe that is acceptable when it comes to financial literacy or financial capability when that's a skill they'll be using for the rest of their lives? Thanks, doctor Diane. So it makes so much sense. Right? Why we we gotta really expand how we're teaching teaching this and integrating it. We have one last question before we'll move to our final slide and think about our next session that's coming up. So one of the big things that we're hearing across the board, and and Louie can relate to this is a limitation on access to technology and really wanting to get back to that teacher led instruction, rather than just online courses. And we hear you. So that is a big part of in addition to our digital lessons. So these digital lessons, I wanna really emphasize, they're ten to twenty minutes long. So it is not the expectation that students are spending their entire class period working through these digital lessons, but instead giving them that introduction to the material. And then we have a full suite of offline lesson plans that extend on the topics they learned about in the digital lesson. So, really, this is your opportunity. These lesson plans are built out for educators. They include an opening discussion. They tell you all the supplies and materials you'll need, provide you the resources, student worksheets that complement those lessons. So there's so much more if you have limitations on access to technology like LAUSD has recently put into place. We wanna know we're really thinking about how we are making sure that the digital education and these offline resources can complement your time in the classroom so that you're getting just a little digital that digital, but also plenty of teacher led instruction, which we know is critically important as well. Jess, did you want me to answer that question? You can please add add any other, light to that that you can, Louie. In my district, we are limited to teach, a lot give our students it's like an hour and a half per week of screen time. So my plan is to break things out very limitedly, but not necessarily in the classroom, but using some of that online stuff at home. And then we do those, lesson plans inside the class so that we can go back over and cover what they didn't learn on screen. So that's the workaround I'm working with so far this year. We'll see how it works. I'll test it a little bit in September and see how it goes. Thanks, everyone. Well, this yeah. The flipped classroom as well. I love that. Thank you everyone for your time. We have one minute. We did that right up. Our next session is at 12 central Building career connected classrooms, a collaborative approach for preparing students for life beyond graduation. Thank you so much, Louie, doctor Dan, Paola for everything that you shared with us today. We're so excited for everyone to be at learn on. But thank you to this esteemed group of prisoners.