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Evidence regarding which curricula are effective in delivering financial education to K–12 students is inconclusive

• While many studies have documented a positive association between general or specific curricula and financial knowledge, few studies have been sufficiently rigorous to make causal inferences.
• Studies of individual curricula generally find positive relationships between financial education and financial knowledge, behavior, and/or attitudes. However, studies of financial education in general find less-clear associations, with many papers finding no effect.
• While some of the literature on long-term effects of financial education suggests that financial education in high school can have a lasting effect on financial knowledge and behavior into adulthood, other studies find no such relationship.

Criteria for assessing financial education curricula are numerous

• Based on the literature, we arrived at six major content standard topic areas on which financial education curriculum frequently focus: earning, income, and careers; saving and investing; spending; credit; financial responsibility, money management, and financial decisionmaking; and risk management and insurance.
• For materials to be useful, they should help develop teachers' financial education knowledge and provide assessments that help teachers gauge students' understanding of concepts and skills.
• The quality of financial education curricula should be objective and free from branding or other biases, accurate and up to date, and readily accessible and available.
• A curriculum might be considered to have evidence of effects if, for example, there was at least one study reporting positive effects and the study compared outcomes for students who did participate in the curriculum with those who did not, and accounted for differences in the two groups.