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G1b Exploring Measurement Issues in Assessing K-12 Financial Education
Key Words
financial education, young adults, recall bias, NFCS, achievement gap
Short Description
Assessments of high school financial education are largely based on self-reported measures, resulting in potentially biased findings. Yet, recent implementation studies reveal that many schools unsuccessfully offer personal finance courses. Hence, I compare measures of "mandated" with measures of "recalled" in testing the role of recall in high school financial education effects. I employ pooled data on financial education receipt and financial behaviors from the National Financial Capability Study and longitudinal data on K-12 educational environments from the U.S. Department of Education and Urban Institute's Education Data Portal. I use variation in timing and presence of state-required personal finance coursework in high schools to estimate propensities for young adults from mandated states to self-report receipt; to assess how recall enhances effects on behaviors; and to discern who is more likely to have a discrepancy. I preliminary find that while mandates are positively associated with self-reported receipt and self-reported receipt display higher effects from mandates, women and urban residents are more likely to have a discrepancy between the two data sources. This warrants further investigation in ensuring that these policies are not further exaceberating gaps among certain subgroups.