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Laura Overdeck of Bedtime Math Featured in New York Times

By Daniel Thompson

bedtime math e1429890151632 Laura Overdeck of Bedtime Math Featured in New York Times

The New York Times in a recent “Close at Hand” article from their Food section, highlighted Bedtime Math’s founder, Laura Overdeck and her practical yet playful approach to teaching children math.

Mrs. Overdeck who holds a BA in Physics from Princeton has been fascinated with figuring out how mechanical appliances work since her youth. Today, she shares her passion for math with children around the country through her non-profit Bedtime Math.

Mrs. Overdeck designed Bedtime Math to be a fun, interactive educational tool that parents can use to teach math and problem solving skills to their children.

Among Bedtime Math’s many great resources for parents is a trilogy of books which use charming illustrations alongside short problem sets that the kids can work on before they go to bed. Each problem set then has three levels of questions designed for different ages: Wee Ones, Little Kids, and Big Kids.

The Council for Economic Education is happy to work alongside Mrs. Overdeck and Bedtime Math in raising the standards of education in the U.S. CEE’s vision is for children of all ages to get the “math bug” and begin exploring the many wonderful ways in which math effects every area of their life, whether it is building castles out of LEGOs, designing engines for NASA, or simply getting the right amount of eggs and milk into the cake mix.

The post Laura Overdeck of Bedtime Math Featured in New York Times appeared first on Council for Economic Education.

POSTED: May 29, 2015 | BY: brendan

Laura Overdeck of Bedtime Math Featured in New York Times

By Jonathan Burch

bedtime math e1429890151632 Laura Overdeck of Bedtime Math Featured in New York Times

The New York Times in a recent “Close at Hand” article from their Food section, highlighted Bedtime Math’s founder, Laura Overdeck and her practical yet playful approach to teaching children math.

Mrs. Overdeck who holds a BA in Physics from Princeton has been fascinated with figuring out how mechanical appliances work since her youth. Today, she shares her passion for math with children around the country through her non-profit Bedtime Math.

Mrs. Overdeck designed Bedtime Math to be a fun, interactive educational tool that parents can use to teach math and problem solving skills to their children.

Among Bedtime Math’s many great resources for parents is a trilogy of books which use charming illustrations alongside short problem sets that the kids can work on before they go to bed. Each problem set then has three levels of questions designed for different ages: Wee Ones, Little Kids, and Big Kids.

The non-profit has also expanded its list of resources to include problem sets and in-class supplements for teachers to use in the classroom.

The Council for Economic Education is happy to work alongside Mrs. Overdeck and Bedtime Math in raising the standards of education in the U.S. CEE’s vision is for children of all ages to get the “math bug” and begin exploring the many wonderful ways in which math effects every area of their life, whether it is building castles out of LEGOs, designing engines for NASA, or simply getting the right amount of eggs and milk into the cake mix.

The post Laura Overdeck of Bedtime Math Featured in New York Times appeared first on Council for Economic Education.

POSTED: May 29, 2015 | BY: brendan

Hospital Schools Program Gives Students a Dose of Financial Literacy

By Annamarie Cerreta

Douglas Young 300x161 Hospital Schools Program Gives Students a Dose of Financial Literacy

New York-Presbyterian/Morgan Stanley Children’s Hospital is one of forty hospitals across the five boroughs where patients are given classroom instruction through the Hospital Schools program.

Through lessons that follow the Common Core Learning Standards, students from Pre-K through high school learn the 3 R’s. In addition, for the past three years, they have been getting a dose of economics and financial literacy through the Council for Economic Education‘s Financial Fitness for Life program.

CEE’s Douglas Young talks about the importance of teaching these kids economics and personal finance. Read the full article here.

The post Hospital Schools Program Gives Students a Dose of Financial Literacy appeared first on Council for Economic Education.

POSTED: May 27, 2015 | BY: brendan

CNBC’s Steve Liesman Covers CEE’s 15th National Economics Challenge

By Annamarie Cerreta

2934f1ff 4715 42e6 b69f 7f18d3c71a06 CNBCs Steve Liesman Covers CEEs 15th National Economics Challenge

The Council for Economic Education’s 15thNational Economics Challenge finals were held in NYC on Monday. Over 10,500 students participated nationwide, with only 32 making it to the finals and only 16 to the final quiz bowl round, hosted by Steve Liesman, CNBC’s senior economics reporter. The final round was covered live on CNBC’s Power Lunch and CNBC’s Nightly Business Report on PBS featured it as well.

CNBC Power Lunch

CNBC Nightly News Report

Please join us in congratulating the winning teams. To learn more about each team check out our Facebook page.

Adam Smith Division:

First Place: Mounds View High School, Arden Hills, Minnesota
Team Members: Abraham Chen, Emily Ruan, Samuel Rush and Jacob Weightman
Coach: Martha Rush

Second Place: Carmel High School, Carmel, Indiana

Third Place: Lexington High School, Lexington, Massachusetts

Fourth Place: The Harker School, San Jose, California


David Ricardo Division:

First Place: Homestead High School, Cupertino, California
Team Members: Richard Chen, Kazu Kogachi, Steven McDonald and Erik Yang
Coach: Christy Heaton

Second Place: Carmel High School, Carmel, Indiana

Third Place: Iolani High School, Honolulu, Hawaii

Fourth Place: Charter School of Delaware, Wilmington Delaware


If you would like students in your local high school to participate, you, a teacher or a principal can contact Rosanna Castillo. They can learn more about the Challenge on our website.

The post CNBC’s Steve Liesman Covers CEE’s 15th National Economics Challenge appeared first on Council for Economic Education.

POSTED: May 20, 2015 | BY: brendan

VOTE for your favorite video from the 2015 National Economics Challenge Finalists!

By Jonathan Burch

nec image VOTE for your favorite video from the 2015 National Economics Challenge Finalists!

CEE asked the eight Finalist teams to prepare a video profile that shows who they are as people, students and scholars. Get over to our Facebook page and vote for your favorite team. The team with the most votes will receive a $100 Amazon gift certificate for their school and a $25 iTunes gift card for each student from the team.

VOTE TODAY


The Finalist teams are:

DAVID RICARDO DIVISION
(single semester general economics students)

  • Carmel High School /Carmel, Indiana
  • Charter School of Wilmington / Wilmington, Delaware
  • Homestead High School / Cupertino, California
  • Iolani School / Honolulu, Hawaii

ADAM SMITH DIVISION
(AP, IB and honors students)

  • Carmel High School /Carmel, Indiana
  • The Harker School / San Jose, California
  • Lexington High School / Lexington, Massachusetts
  • Mounds View High School / Arden Hills, Minnesota

You can VOTE once each day starting today until Friday, May 22, 5:00pm ET. We’ll announce the winning team on Monday, May 25.

This video contest has no influence on National Economics Challenge testing and judging.

The post VOTE for your favorite video from the 2015 National Economics Challenge Finalists! appeared first on Council for Economic Education.

POSTED: May 11, 2015 | BY: brendan

How Much Does the U.S. Tax System Shrink the Gap between Rich and Poor?

By Jonathan Burch

David Wessel How Much Does the U.S. Tax System Shrink the Gap between Rich and Poor?

By David Wessel, Director, The Hutchins Center on Fiscal and Monetary Policy, Brookings

Financial literacy is a key component of our mission at the Hutchins Center on Fiscal and Monetary Policy, where we focus not just on improving policy, but on improving public understanding of fiscal and monetary issues. Part of what we do is explain how and why complex financial questions are relevant to a broad audience, not just policy wonks.

So it’s fitting that Financial Literacy month is also home to Tax Day, that April 15 deadline for filing tax returns. There’s a lot of focus these days on the widening gap between the top and the bottom in the U.S. economy. It’s a good time to ponder a very simple question: How much does the U.S. tax system shrink the gap between rich and poor?

Now you can tell this story long or you can tell it short. And you can tell it with tables of numbers, charts and graphs—or you can tell with Legos.

To explain how much the U.S. tax code evens out the distribution of income, we’ve made a 3-minute video—with Lego bricks—that illustrates just how unequal the U.S. is before taxes and how much (or how little, depending on your perspective) the tax code changes that.

Watch for yourself, but here are a few of the basic facts:

The average before-tax income of the top 20% of the population in 2014 was $306,320, according to estimates by our friends at the Urban-Brookings Tax Policy Center. That’s more than 21 times the average income ($13,809) of those in the bottom 20%, or quintile (as economists put it).

And after federal taxes—income taxes, payroll taxes, etc.? Because the government takes more from best-off than from those at the bottom, the average after-tax income of the top quintile ($229,360) is about 17 times that of the bottom ($13,809). In other words, the U.S. tax system does reduce inequality, but there’s still a lot of it left after taxes.

And what about the famous 1%, the really well off? Their income averaged slightly more than $2 million before taxes in 2014—and $1.34 million after taxes. Put differently, the before-tax income of the richest 1% was 32 times the income of the folks smack in the middle of the middle; after taxes, it was 25 times larger.

The post How Much Does the U.S. Tax System Shrink the Gap between Rich and Poor? appeared first on Council for Economic Education.

POSTED: April 29, 2015 | BY: brendan

Financial Capability: A Foundation for Fiscal Responsibility

By Jonathan Burch

Susan Tanaka 150x150 Financial Capability: A Foundation for Fiscal Responsibility

By Susan Tanaka, Senior Policy Advisor, The Peter G. Peterson Foundation

As someone who has spent most of her professional life analyzing, developing, and understanding the budget of the United State government, I applaud efforts to improve the financial capability of Americans. While there are, of course, significant differences between individual finances and the nation’s fiscal affairs, there are enough principles in common to recognize that a more financially capable population would also bring significant civic benefits. People who take charge of their own finances will be better prepared for the budget and fiscal questions facing our nation. And unfortunately, there are major questions that must be answered.

This year, federal spending represents about $11,400 per American, while federal revenues – taxes, mostly — are about $9,900 per person. The difference between those two figures – $1,500 per person – will be added to the more than $40,000 in public debt already borrowed on behalf of each of us. In 10 years, if our policies don’t change, annual deficits will continue and debt/person is projected to grow to nearly $61,000.

These are large numbers. Because the United States has the world’s largest economy and vast resources, we’re okay for the time being. However, the real challenge is coming. Those who understand basic finances know that when debt rises faster than income, it quickly becomes a serious problem as interest costs compound and grow. (There’s a reason why compound interest has been called the most powerful force in the universe!) In fact, according to Congressional Budget Office estimates, interest costs alone are on track to rise to $5.6 trillion over the next 10 years, becoming the third largest federal ‘program’ – that’s fully three-fourths of the more than $7.2 trillion in projected deficits over the next 10 years. If we don’t change course, in 20 years, interest will claim more than 22 cents of every dollar the federal government collects in revenues—up from 8 cents today. Surely there are better uses of those funds!

Becoming financially savvy allows each of us more control over our personal finances. The same is true in our role as citizens. As informed voters, we should understand where the government gets its money, where those funds go and why growing debt matters. Eventually, there will be serious consequences to our budget and economy if we continue to urge our elected representatives to keep federal spending high but our taxes low. As citizens, we can take charge over the nation’s financial future, helping to ensure that our economy remains strong and able to provide resources for future national needs.

When it comes to financial problems, denial hardly ever works. That’s as true for the federal government as it is for individual wallets. Understanding the facts, acquiring budgeting skills and exercising financial discipline will help ensure that our scarce resources are used to take better care of our nation, our communities, our families and ourselves—now and in the future.

Learn more about the federal government’s finances and the connection between fiscal health and economic strength here and here.

Happy Financial Literacy Month!

The post Financial Capability: A Foundation for Fiscal Responsibility appeared first on Council for Economic Education.

POSTED: April 24, 2015 | BY: brendan

“Career and Life Readiness” Require Financial Fitness

By Jonathan Burch

Arkadi Kuhlmann “Career and Life Readiness” Require Financial Fitness
By Arkadi Kuhlmann, Founder and CEO of ZenBanx, Founder and Former CEO of ING Direct

The lunch table conversation was light and collegial, focused on the upcoming weekend activities until my colleague burst the jovial bubble by asking if everyone had fully funded their 2014 and 2015 IRAs. Squirming ensued. All of the 20 and 30 something Silicon Valley tech professionals were clearly outside their comfort zone. One young woman shared that she started the process but stopped when she learned she needed to choose investments for the money. “I can write Code, but have no idea about finances and investments, she confessed.” A teammate jumped in commenting, “My wife’s parents keep asking us if we are saving for a house, but we’re too embarrassed to tell them we don’t even have a budget or a savings plan set up.”

In Silicon Valley, where over half of the 2014 Harvard Business School MBA class moved after graduation,[1] not one of the eight professionals at the table had an IRA, nor did they contribute to the Company’s 401k plan.

I’d like to say I’m shocked, but that emotion occurred years ago when I first understood the dismal state of our nation’s financial fitness, joined the Council for Economic Education and became an advocate for Financial Literacy curriculum in our schools. Despite surveys and focus groups that consistently reveal that students required to take a financial literacy class in high school are significantly more financially responsible, more averse to debt, and more likely to pay off credit card debt on time than their peers who did not, only 22 states mandate an economic education course as a pre-requisite for graduation and only 17 require a personal finance course.[2]

As parents, employers and mentors, we can talk about needs versus wants and the value of savings versus spending. That is if we, as parents and employers, are ourselves financially literate and managing our savings, spending and debt, and investing for our retirement and healthcare needs. As employers, we can offer 401k incentives to encourage financially responsible behavior, but without the understanding of economics, those are grains of sand and Band-Aids.

Lacking a financial fitness foundation, young adults are assuming college loans with no understanding of the cost or process to repay them. Students and work-force ready young adults graduating high school without any foundation in credit scores, credit cards or mortgages, charge forth into life and debt, and resort to credit cards to fund their fun.

While a handful of states recognize the importance of economic and financial literacy education, all states need to do so in order to positively impact future generations. Each of us can help our youth navigate life to the best of their abilities by encouraging our state and local representatives to designate economic education as a subject of critical importance that should be taught to every student before graduating from high school. Navigating the future will require our youth have a toolbox complete with job skills, an understanding of personal finance and budgeting, along with flexibility, fortitude, and compassion. Let’s make certain the toolbox is full.

[1] http://www.businessinsider.com/harvard-business-school-graduates- move-to-silicon-valley-2014-7

[2] http://www.councilforeconed.org/wp/wp-content/uploads/2014/02/2014-Survey-of-the-States.pdf

The post “Career and Life Readiness” Require Financial Fitness appeared first on Council for Economic Education.

POSTED: April 23, 2015 | BY: brendan

Working to Advance Financial Education in Schools

By Jonathan Burch

Richard Cordray 150x150 Working to Advance Financial Education in Schools
By Richard Cordray, Director of the Consumer Financial Protection Bureau

As we observe National Financial Literacy Month, let us all continue our efforts to ensure children and youth develop the skills and habits that will help them to make better financial decisions as they become adults. There is not a single good reason – none – that should prevent any American from gaining the knowledge and skills needed to build a healthy financial future.

With a growing number of committed public, private, and nonprofit organizations working to advance K-12 financial education, no one needs to go it alone. Just recently, the Consumer Financial Protection Bureau (CFPB) developed a resource guide to support leaders interested in advancing K-12 financial education by connecting them to ongoing conversations and providing access to information, tools, and resources. The guide includes a framework, case studies and strategies on how best to lay the groundwork, build the initiative, and extend the impact of K-12 financial education. The resource guide is called “Advancing K-12 Financial Education: A Guide for Policymakers” and is available for download.

When I served as the Franklin County Treasurer in Ohio a decade ago, we formed a local committee on personal financial education to help further the vision of a society where everyone could strengthen their financial skills. We gathered information about school programs for young people and community programs for adults, and we matched people up with those available resources. With the support of a broad coalition we created an impetus for what is now an Ohio state law that requires personal financial education for all high school students through the integration of economics and financial literacy within social studies classes or another class. Ohio is one of 17 states to require that high school students take a personal finance course in order to graduate.

Achieving meaningful and lasting change will require bold and innovative approaches. The CFPB resource guide is a bridge to connect leaders with tools, information, and insights to help them enhance K-12 financial education efforts. As policymakers continue to explore options to incorporate financial education throughout the K-12 experience, I hope that everyone who is interested in financial education for our nation’s children will use this guide and share it with others.

Benjamin Franklin once said, “An investment in knowledge always pays the best interest.” This may be most true in the case of financial education. Starting early with age-appropriate and relevant financial education and consistently reinforcing those lessons throughout the K-12 school experience can help children and youth develop positive habits and skills that can make a lifetime of difference in their financial well-being.

The post Working to Advance Financial Education in Schools appeared first on Council for Economic Education.

POSTED: April 22, 2015 | BY: brendan