Last week, Nasdaq and EverFi honored 25 of our financial services partners with an Innovation in Financial Education Award for their significant efforts to improve the financial capability of young Americans. The ceremony took place at Nasdaq’s MarketSite headquarters in Times Square. Honorees were selected based on a set of criteria that included the scale […]
Almost a year ago, a colleague and I were fortunate to be able to attend an economics training at the Atlanta Federal Reserve. Our intent was to gain a few resources, spend a little time collaborating with other economics teachers in the Atlanta area, and above all, enjoy a wonderful breakfast and lunch. We came away having done all of that and with access to the Financial Literacy course available from EverFi.
Our initial thoughts were to offer the course as a supplemental option for our students. As we reviewed our course schedule, we were able to incorporate several days in the computer lab and decided to make the Financial Literacy course our students’ final exam, which would be due following the End of Course Test (EOCT) in early December. We interspersed our days in the computer lab with review work in the classroom throughout November.
As our students worked through EverFi’s Financial Literacy course, we were floored by their comments. Consistently, our students told us that they loved what they were learning. One student even told my colleague, “This is the first actually useful thing I’ve learned in high school.” Although we hope that he was overstating that, we did observe a dramatic increase in EOCT scores in December with most of the increase in the International Trade and Personal Finance domain. Overall, our pass rate on the EOCT increased by three percent over the year before. The principal and administration were happy, but more than that, our students were excited about what they had learned. Spring semester, we planned to utilize EverFi again, and students reiterated the excitement we saw in the fall.
EverFi’s Financial Literacy program has been so well received by my students that I also planned and executed a professional development for our Social Studies department for several additional EverFi courses. Excitement is building with the teachers, and I am hopeful that we will see an increase in student engagement across all Social Studies classes. Students who are engaged in their learning through interactive simulations are remembering new concepts better, and the proof of that understanding can be found in their increased EOCT scores.
Kell High School, GA
EverFi is excited to announce the winner of the Student of the Month Contest for the month of March, Adrienne S. from Georgia! We asked students all over North America to share with us the lessons they learned after becoming certified in of one of EverFi’s K-12 learning courses, as well as how this program has helped shaped their plans for the future. Our winner this month chose to write about her experience taking the 306: African American History course and how it has changed her view of the world. We love hearing the inspirational stories that come from our student network and we look forward to hearing many more each month!
South Cobb High School
Ms. Valentine’s Class
The EverFi 306: African American History course impacted me by providing a new way of learning. It was not just my history, but it was a history lesson for everyone. Learning about the different abolitionists and how they fought for what they believed in was amazing. My life was impacted because it expanded my knowledge about topics and things I only knew little about. The program also made sure the things that were mentioned in each course were understood by offering a short quiz. The lessons empowered and inspired me to go after what I want. No matter what consequences or trials you face, you will be satisfied with yourself once you meet your ultimate goal.
The decisions I make from now on will forever be impacted. It makes me think twice about something before I do it. Analyzing decisions will help me to spot problems before they arise. When you don’t make rushed decisions, you will be more satisfied with the end result.
This program has changed my attitude because it made me realize how far we have come. The people that came before me made the simplest things that I take for granted happen. For example, being in school with others that don’t look like me, in public restaurants, stores, etc. These are all things that are taken for granted now. It really made me stop and think about how I am living what they have dreamed of. Some of them never survived to see what they were able to make happen. My attitude and behavior was forever changed thanks to 306: African American History.
Note – The subject of this post will be covered in an upcoming webinar entitled, “A Holistic Approach to Sexual Assault Prevention on Campus”. Register here to reserve your place.
Campus sexual assault has dominated headlines for the past two years, and for good reason. In addition to the oft-cited statistic that 1 in 5 college women will experience sexual assault during their time on campus, a recent EverFi study found that 1 in 30 incoming female college students will experience a sexual assault before her first midterm exam.
In spite of sobering national statistics and widespread media attention, a recent Gallup survey revealed that 78% of college and university presidents disagreed that sexual assault is prevalent at their institution. How can that be? And, more importantly, how does that impact campus prevention and response efforts with new federal mandates going into effect on July 1?
The reluctance of campus authorities to recognize and outwardly take on sexual assault at their school is not new. It also doesn’t help that many college and university leaders do not have reliable, campus-specific data regarding sexual assault to draw from. According to a July 2014 survey of over 400 colleges, led by Senator Claire McCaskill (D-MO), only 16% of campus respondents conducted confidential student surveys to assess issues related to sexual assault.
The implementation of student “climate surveys” were a key recommendation in the April 2014 release of the “Not Alone” report from the White House Task Force to Protect Students from Sexual Assault. Most college and university presidents believe that all higher education institutions should conduct climate surveys, according to Inside Higher Ed, but few favor legislation that would mandate them. The Campus Accountability and Safety Act, a pending Senate bill with bipartisan support, would make climate surveys a biennial requirement.
Today, campus leaders are quick to avoid the label of having “a sexual assault problem.” In the absence of data demonstrating that sexual assault is widespread across the board, and with myopic focus on the 100+ schools currently under Federal investigation for potentially mishandling sexual assault cases, it’s understandable that schools are avoiding the spotlight. However, this can result in a lack of the ownership, commitment, and accountability critical to making meaningful progress. Climate surveys could be the catalyst for a much-needed paradigm shift, transforming the conversation from “ is this a problem?” to “what can we do to best serve our students?”
Climate surveys will help campuses define the problem and set appropriate goals by providing a deeper understanding of students’ attitudes, behaviors, and experiences related to sexual assault — a critical first step of a comprehensive approach to prevention. These insights will encourage campuses to be more intentional in their prevention efforts, ultimately informing the design and delivery of more targeted and impactful programming. Further, campuses could leverage these data to garner additional resources and broader institutional commitment.
At EverFi, we are committed to supporting administrators in understanding and meeting the unique needs of their students. We currently partner with over 750 higher ed institutions to help educate students, faculty, and staff on critical wellness issues, including sexual assault. Our online courses, data, and advisory services also allow institutions to meet and exceed the latest compliance requirements from Title IX and the Clery Act (Campus SaVE/VAWA).
As testament to our commitment, we are also announcing the release of an online climate survey tool as part of Sexual Assault Awareness Month. We developed this resource in collaboration with leading researchers and national prevention experts, including several negotiated rulemakers who helped articulate new campus mandates laid out in the 2013 reauthorization of the Violence Against Women Act. The survey instrument is based on a model template provided in the White House Task Force Report, and has undergone extensive pilot testing at over 60 campuses.
As mandates for compliance with Title IX and the Clery Act (Campus SaVE/VAWA) continue to evolve, institutions will undoubtedly require a more thorough understanding of their unique student population, and how best to educate, protect, and support them. We believe that student climate surveys can become an invaluable resource for those who wish to deploy them, and one that will likely be mandated shortly.
EverFi will be providing a webinar on Thursday April 30th at 2:00 PM Eastern to discuss the climate survey and other valuable tools to help campuses address sexual assault. Interested campuses are encouraged to sign up for the climate survey and webinar.
EverFi is proud to partner with the National Association of Manufacturers (NAM) in using innovative digital education to develop and market manufacturing career opportunities to students across the U.S. This article, recently published in the Huffington Post, outlines the need for creating a positive image around manufacturing and closing the skills gap. The original article is available on this link.
Two Million Vacant Manufacturing Jobs
U.S. manufacturers are facing an even greater skills gap crisis than previously imagined – some 2 million unfilled manufacturing jobs by 2025 – only 10 years from now, according to a new report from the Manufacturing Institute and Deloitte. For those of us who appreciate the importance of manufacturing to our nation’s economy and who grasp the grim implications of such a far-reaching skills shortage, this is disturbing news. The study was based on interviews with 450 manufacturing executives and is an elaboration of an earlier Institute/Deloitte study showing 600,000 unfilled manufacturing jobs in 2011. Two big drivers of this trend are the accelerating retirement rates of current manufacturing workers and an anticipated expansion of manufacturing in the U.S. projected over the next several years. The report concluded that 2.7 million new workers will be needed to replace retiring workers and another 700,000 to meet the needs of “natural business growth.”
Based upon estimates of surveyed executives, about 60 percent of the manufacturing jobs unfilled today are attributable to a shortage of applicants with the requisite skills. Thus the authors anticipate that 2 million of the projected 3.4 million manufacturing jobs that come online by 2025 will be unfilled because of the skills gap. The survey respondents insist they pay 20 percent more on average than other industries and 80 percent said they would be willing to hike compensation even more if credible candidates applied for work. Most of the respondents insist they are beating the bushes for qualified candidates and offering inducements, but they are finding it a hard sell. In the meantime, manufacturing workers are plugging the gap through overtime putting in 17 percent more hours on average than workers in other fields.
The report identifies other reasons for the skills shortage beyond retirement and rapid industry growth. Manufacturing still has an outdated, negative image among many young people. Also, the rapid advance of technology is raising the bar for working in modern manufacturing and the public schools generally are doing a dismal job of teaching the STEM subjects (science, technology, engineering and math). Some experts also fault industry for not providing sufficient training to applicants interested in manufacturing careers through on-the-job instruction and apprenticeship programs. Between2003 and 2013, manufacturers reduced by 40 percent investments in various forms of internal skills development programs that combine on-the-job learning with mentorships, apprenticeships and classroom education.
The report concludes that manufacturers that intend to be competitive and profitable in the years ahead will have to get off their hands and take aggressive action. They cannot afford to wait for the public schools to do it for them. They must foster internal training programs and become directly involved with local high schools, trade schools and community colleges to create a reliable stream of qualified candidates. The Manufacturing Institute is working to do this through its Dream It, Do It program and in a new partnership with EverFi. The Institute and EverFi will welcome your inquiries, suggestions and participation.
Jerry Jasinowski, an economist and author, served as President of the National Association of Manufacturers for 14 years and later The Manufacturing Institute. Jerry is available for speaking engagements. April 2015
There are many reasons to cheer for the Kentucky Wildcats this weekend in the NCAA Final Four. Maybe you hail from Kentucky or attended UK. Or you could be in awe of the possible feat of completing an undefeated national championship season, and joining the ranks of the greatest college teams of all time. You could admire the way Coach John Calipari has molded a group of blue chip All-Americans into a selfless, hard-working and cohesive unit that usually wins by doing the dirty work of playing suffocating defense.
At EverFi, we’re rooting hard for Coach Cal, but it’s not just because of the accomplishments of his team. For as much passion as Coach Cal brings to the court, he brings an equivalent level of commitment to supporting community programs off the court. For the last three years, we’ve been proud to partner with Coach Cal and his family foundation in extending EverFi’s elementary school financial education program to schools across the Commonwealth of Kentucky.
Through this partnership, I’ve personally learned how much Coach Cal cares about building empowered and responsible adults, as well as athletes on the court. As strongly as he believes in playing the kind of defense that has made his squad 38-0 to date, he feels just as strongly about helping individuals be responsible with their finances. While that might take the form of giving advice to some of his soon to be future NBA stars, it also extends much, much deeper than that into the communities and schools all across Kentucky. Through a partnership with EverFi, the Calipari Family Foundation Financial Scholars program has impacted over 20,000 students in 150 Kentucky classrooms.
Hear more about Coach Cal’s focus on financial education directly from the guy you’ll see pacing the sidelines in Indianapolis this weekend:
View this video on Vimeo: Coach Calipari Discusses the Importance of Financial Education
From all of us at EverFi, GO CATS, GO!!!
EverFi kicked off Financial Literacy Month with an incredible event at the National Press Club this morning as we released key findings from Money Matters on Campus, a three-year study conducted by EverFi and Higher One that examines the financial attitudes, knowledge and behaviors of college students.
This year, approximately 43,000 students from two- and four-year institutions were surveyed on issues related to banking, savings, credit cards and school loans, and some startling trends emerged. The same teens saddled with thousands of dollars in debt to attend college have little understanding of how to put themselves in the best position to pay it back.
Among the many findings from the study, results show that students are taking out more and larger student loans, yet feel less prepared to manage their money than any other aspect of college life. Further, though students reported a higher level of financial experience (i.e. access to credit cards and checking accounts) than in previous years of this study, they did not report increased levels of responsible financial behavior.
Only 58 percent of students from four-year institutions said they were prepared to manage their money, while 12 percent of respondents said they never check their bank balances because they are too nervous. Additionally, 16 percent of student respondents lived paycheck to paycheck and yet only three-quarters stopped spending when their bank account balances were low.
The research presentation was followed by a panel discussion featuring Beckie Supiano, senior reporter at The Chronicle of Higher Education; Joe Duran, chief operating officer at Moneythink; Mary Johnson, vice president of financial literacy and student aid policy at Higher One; Nan Morrison, CEO of the Council for Economic Education, and Ryan Law, director of the Office for Financial Success University of Missouri.
“Students reported feeling least prepared for the financial aspects of college, even as student loan debts continue to grow at an alarming rate,” said Mary Johnson, vice president of financial literacy and student aid policy at Higher One. “The results suggest we must start financial literacy education before students enter college and continue to teach its importance throughout a student’s college career—it is imperative that students know the impact student loan debt can have later in life.”
Given students’ financial stress and the long-term impact this can have on their health and wellbeing, it is clear that financial wellness should be addressed with the same level of concern as other health and wellness issues facing college students today.
In line with results from last year’s study, students who took a financial literacy course in high school were 10 percentage points more likely to report being prepared to manage money in college than those who did not report any previous financial literacy education. EverFi is proud to be a driving force behind students receiving this critical financial education, and we are incredibly grateful to Higher One for funding this groundbreaking research.
A full copy of Money Matters on Campus, as well as an infographic summarizing this year’s key findings, can be downloaded at www.moneymattersoncampus.org.
EverFi is excited to kick off Financial Literacy Month by sharing results from a new investigation that set out to answer the question: How prepared are American high school students to tackle the financial decisions they’ll make as they enter adulthood?
Findings are based on the analysis of survey responses and assessment scores of more than 94,000 students who completed EverFi’s high school financial education course from August 2014 through March 2015. All students were between the ages of 13 and 19 and completed both pre- and post-course surveys and assessments.
This research is made possible through the hundreds of organizations across the US that provide EverFi’s financial education program to the communities they serve — and the thousands of teachers who utilize the web-based course with their students every semester.
According to EverFi’s survey of more than 94,000 teens:
—Fewer than half of teens feel prepared to choose the right type of financial institution for their savings, check and understand their credit score, or apply for financial aid for college.
—Fewer than 6 in 10 students feel prepared to decide how much money to save and how much to spend.
—Financial Education is critical to increasing students’ confidence in their financial decisions. Students knowledge of key financial concepts rose by an average of 74% after taking EverFi’s financial education course.
—After completing the EverFi course, more than 60% of students felt prepared to make sound budgeting decisions, monitor their credit, and apply for financial aid.
Teens and Credit Scores
With hundreds of colleges and universities marketing credit cards to students, and hundreds more promoting debit or prepaid cards, no teen should head off to college without a solid understanding of credit scores, credit reporting, and the repercussions of poor credit.
—Only a quarter of high school students reported that they felt prepared to check their credit scores and understand what the scores mean prior to taking the EverFi’s high school financial education course.
—Fewer than half of students could pass a five-question knowledge pre-assessment on credit scores.
—The good news is that financial education can help. After completing EverFi’s Financial Literacy course, 62% of students felt prepared to check and understand their credit scores, a 132% increase from pre-course levels.
Want to learn more? Stay tuned for additional findings on Girls and Financial Confidence and Family Financial Capability later this month!
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