| Financial Literacy research states... |
Kids Count® provides... |
| "K-12 education is the most effective setting to teach basic economic principles and sound financial decision-making." National Council on Economic Education, 2005 |
activities that allow third through fifth-grade students to make decisions and learn about economic principles |
| "Money management education fits the standards-based model because of the practical and real-life problems to be solved...financial education must be process-based rather than knowledge based." National Endowment for Financial Education, 2001 |
money management activities that relate to the age and experiences of third through fifth-grade students |
| "Younger children need to learn about concepts that are familiar to them and that are concrete. Teachers should introduce a few key economic principles. These can be built upon with activities that are concrete, hands-on, and interactive. This allows students to assimilate the material into their daily lives." Haskell & Jenkins, 2002 |
a wide range of activities that allow students to apply, evaluate, create, analyze, and understand each lesson |
| Reading research states... |
Kids Count® provides... |
| "Reading is best learned when the learners are using it to get something else: a message, a story, or other needed information. Literacy development, therefore, must be integrated in with science, social studies, math, arts, and other concerns of the classroom." Adams, 1994 |
students with grade-level appropriate reading passages that contain valuable lessons about money management and math skills |
| "If economics is integrated with reading and writing through literacy methods, it can become a reality in schools without requiring extra teaching time or resources." Haskell & Jenkins, 2002 |
teachers with a time saving resource that combines reading, social studies, and math with money management skills within an integrated curriculum |
| Math research states... |
Kids Count® provides... |
| "Comprehensive education can help provide individuals with the financial knowledge necessary to create household budges, initiate saving plans, manage debt, and make strategic investment decisions." Greenspan, 2002 |
a curriculum based on budgeting and choices, saving money, spending money, earning money, and banking |
| "On-level and advanced students will benefit most from challenge activities providing a variety of math experiences they can work on independently." Silbey, 2003 |
alternative teaching strategies and practice activities to further challenge students |
| "Instructional materials should incorporate activities and strategies that assist teachers in helping all students become proficient in mathematics, including students low in socioeconomic status, English-language learners, special education students, and students with special interests or talents in mathematics." Center for Education, 2002 |
inclusion strategies so that every student in the classroom is able to participate in the activities |