Students call for middle‑school personal‑finance units to complement new high‑school course
January 20, 2026 | California State Assembly, House, Legislative, California
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Students from multiple districts told lawmakers that financial illiteracy is producing real harms and urged earlier instruction in middle school to prepare students for life and the upcoming high‑school personal finance graduation requirement.
Ethan Hong, a sophomore from San Marino High School, described friends who suffered major financial losses due to inexperience and said introducing a short middle‑school unit would reduce later harms. He and other students pointed to AB 2927, which requires a one‑semester high‑school personal‑finance course, and recommended the California Department of Education develop middle‑school curriculum materials that could be integrated into math or other classes.
Presenters advocated a flexible approach—embedding units into existing classes rather than creating a standalone course—plus directing the California Commission on Teacher Credentialing to incorporate financial‑literacy preparation in teacher certifications on a multiyear timetable (they proposed a 10‑year horizon). They also suggested pilot programs and partnerships with existing resources such as Junior Achievement and FDIC curricula.
Lawmakers applauded the goal but urged caution about sequencing and teacher training. Members noted the high‑school course authorized by voters and the Legislature will begin implementation and recommended using that curriculum as a basis for middle‑school backward mapping and pilots before statewide rollout.
No vote or bill introduction occurred; committee members encouraged further coordination with the CDE and CCTC.
Ethan Hong, a sophomore from San Marino High School, described friends who suffered major financial losses due to inexperience and said introducing a short middle‑school unit would reduce later harms. He and other students pointed to AB 2927, which requires a one‑semester high‑school personal‑finance course, and recommended the California Department of Education develop middle‑school curriculum materials that could be integrated into math or other classes.
Presenters advocated a flexible approach—embedding units into existing classes rather than creating a standalone course—plus directing the California Commission on Teacher Credentialing to incorporate financial‑literacy preparation in teacher certifications on a multiyear timetable (they proposed a 10‑year horizon). They also suggested pilot programs and partnerships with existing resources such as Junior Achievement and FDIC curricula.
Lawmakers applauded the goal but urged caution about sequencing and teacher training. Members noted the high‑school course authorized by voters and the Legislature will begin implementation and recommended using that curriculum as a basis for middle‑school backward mapping and pilots before statewide rollout.
No vote or bill introduction occurred; committee members encouraged further coordination with the CDE and CCTC.
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