I thought Econ teachers might like this interactive website. Steve Ballmer, former Microsoft CEO and owner of the L.A. Clippers (A $2 billion purchase) has done a public service by harmonizing data from federal, state and local governments and putting it all on a website, USA Spending.gov (note that this interactive may move here this summer).
So, how did the federal government spend $3.85 trillion in FY2016? Note that on the website, you can scroll your mouse over the individual elements to get additional information.
As we embark on an advocacy strategy that you will see unfold in the weeks and months, I become more convinced everyday that there is a groundswell of grassroots support for making financial education as much a part of K-12 as the three Rs. I also am beginning to recognize the gaping hole that exists for financial programs targeting underserved populations. This kind of fits the innovation model described in this Clay Christensen Harvard Business Review article where a disrupter targets markets that aren’t being served adequately today. As the list below shows, there seems to be a shortage of financial education providers customizing their product offering to adequately meet the needs of specific populations.
In the last few days alone, NGPF has received unsolicited inquiries from individuals serving diverse populations who are interested in expanding financial capability:
NGPF Podcast: Tim Talks To NGPF’s Jessica Endlich and Sonia Dalal About Their New One-Semester Course
Inspiring Educator: Ami Amero (WCSH6) [Editor’s note: You can listen to Ami’s story on this NGPF podcast]
This week’s Maine Education Association Inspiring Educator is Ami Amero. Amero has been teaching history at Forest Hills Consolidated School in Jackman for the last 20 years. During her time there, she started a personal finance class to help students with real life finance after graduation. That class is now a requirement for all Forest Hill students to graduate. Amero is now asking local representatives to draft legislation to have the personal finance course a statewide requirement for all high school graduates.
Twin Falls High School personal finance class learns about home buying (KMVT11.com)
From the Guardian comes an interesting interactive which displays long-term trends in disposable income among different age groups in different countries. Students start by entering an age and a country (all G-8 countries are represented) and then see a series of charts that show three different analyses:
A recent Ron Lieber column in NY Times got me thinking about a useful skill that all young people should have: how to advocate for oneself in a manner that people in power will respond to.
Here’s the crux of his column:
A few articles that caught my attention over the past week:
- What If Your Credit Score Measured Your Financial Potential–Not Past Mistakes (Fast Company)?
Munir’s New York startup, RevolutionCredit, has a tagline of “Be More Than a Score”–which has an anti-Orwellian ring to it. His big idea is to use behavioral science to predict how someone might behave in their personal finances, augmenting the past-facing number kept by the credit bureaus, all other indicators be damned. “Most of the credit scoring models that exist today, in the U.S. or outside, are mainly transaction-data-based,” he says. “This means they are mostly backward-looking and negative selection. The RevolutionCredit model is both forward-looking and positive-selection based.”
- How the guy who got crushed in his $1 million bet with Warren Buffett makes excuses for his lame performance (Bloomberg):
Here at NGPF, we’re always looking to learn more about educators and their personal finance classes. For this survey, we wanted to learn more about how educators structure their day-to-day lessons. Do they start off with a Bell Ringer? Do they end with a question or Exit Ticket? How do they assess student performance?
Now, with data in hand, we wanted to share the results from the 212 educators who responded (thank you!):
In case you missed it in late March, NGPF’s diving in deep to spreadsheet work. Read on…
A recent study from Burning Glass Technologies reveals that:
- 78% of middle-skill jobs include spreadsheets as a baseline requirement
- Digitally intensive jobs are growing 2.5 times more rapidly than non-spreadsheet required jobs
- Digitally intensive jobs pay 18% higher than non-digital jobs
Your students need these skills!
THE NGPF SOLUTION
We’re always looking to help, so here’s what we’ve done for you and your students:
- Created a YouTube playlist of 10 How-To videos, each under 5 minutes, teaching your students basic spreadsheet skills
- Categorized 30 NGPF Activities, Projects, and Case Studies that embed spreadsheet skills
- Embedded links directly in each NGPF activity to the coordinating How-To video(s) required to complete the spreadsheet, providing on-demand support for your students who need it. Samples:
We focused on spreadsheets during our March webinar, and you can get all of the archived resources from that PD event here.
Do you LOVE spreadsheets? Wish you could teach more spreadsheets? Need support? Tell us