Financial Literacy and Social Change What is the relationship between financial literacy and social change? Comparing change in financial literacy in post-college and non-college students Quantitative Hypothesis- There is a significant difference in financial literacy between college and non-college students. Introduction- Financial literacy implies a number of things: understanding the basics of not only personal finance, but the broader approach to global finance. There is a distinction, however, between the intellectual world of college students

high school students are receiving poor education as regards financial literacy (e.g. NAEP, 1979). Mandell (1997), for instance, reports that high school students have an average score of 57% in terms of money management, savings and investment, spending and other areas of income. HS graduates, in other words, have weak financial literacy. Adults also, generally, are almost totally illiterate regarding retirement and investment decision-making. A study of 552 adult

Community Colleges in America In 1983 and 1984, a dozen major reports on the United States' schools were published. All stressed the need for "excellence" in education. These reports are the subject of: Excellence in Education: Perspectives on Policy and Practice. The reports pertaining to higher education were published by The BusinessHigher Education Forum, and saw higher education as "unable to train skilled managers and technicians that they believed industry needed."

The ten major differences between the Medieval/Renaissance University and matriculation into college, in fact, were: gender, availability, language, curriculum focus, study/work expectation, finances, instruction/tutorial, testing/exams, overall function in society, and post-graduation expectations. These are outlined in Table 1. Issue Medieval/Renaissance Modern Gender Roles Males only, students and faculty Male dominated until late 19th, early 20th century Educational Availability For only the very wealthy or those with a patron or scholarship Post-World War II available to the masses Languages Most courses taught

To some, that suggests that college is a more viable alternative for many of those who would otherwise have sought jobs in the manufacturing sector previously. However, there are at least two reasons that such a conclusion may be invalid. First, while many manufacturing jobs have disappeared, many other types of technical jobs opportunities have emerged from numerous new technologies (Klein, 2012). Many of them require vocational degrees and certifications

The shift toward standardized testing has failed to result in a meaningful reduction of high school dropout rates, and students with disabilities continue to be marginalized by the culture of testing in public education (Dynarski et al., 2008). With that said, the needs of students with specific educational challenges are diverse and complex, and the solutions to their needs are not revealed in the results of standardized testing (Crawford &