Abstract
Urban Community College asked the Federal Reserve Bank of St. Louis to develop a financial literacy curriculum unit for its New Student Course. The unit was taught in 62 randomly selected sections, with 31 of those serving as the control group. We evaluated the effectiveness of the unit based on student pre-test and post-test scores. We found that student pre-test scores, academic ability, teacher experience, and participation in the unit were statistically significant predictors of student post-test scores. On average, students taught the financial literacy curriculum unit scored about 7 percentage points higher than students who were not.
Recommended Citation
(2026)
"Financial Literacy in the Community College Classroom: A Curriculum Intervention Study,"
Journal of Economics and Finance Education: Vol. 16:
Iss.
1, Article 7.
Available at:
https://scholarship.rollins.edu/jefe/vol16/iss1/7
