The field of financial coaching has continued to grow over the last decade as an approach for supporting the financial capability of individuals across income levels and diverse populations. The growing demand for trained financial coaches translates into a call for more training opportunities. Yet, differentiating between training programs and choosing the one that best fits practitioner and organizational needs can be difficult.
This training rubric shares seven common components of financial coaching trainings and provides insights into the value of each one. This rubric is meant to provide guidance for individuals and organizations interested in comparing and choosing the training opportunities that best suit their needs.
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This brief examines the characteristics of credit counseling clients who experienced problems paying for their medications and analyzes which factors affect clients’ ability to pay for prescriptions. The data used in this brief were collected by Clarifi, a leading nonprofit financial counseling provider that serves about 15,000 Philadelphia-area residents each year. In the summer of 2016, Clarifi surveyed a sample of its non-housing counseling clients to document their credit status and medication use.
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Please join the Center for Financial Security for a webinar to discuss a recent case study project conducted by CFS and supported by the Annie E. Casey Foundation. CFS interviewed financial coaching organizations from across the U.S. about their strategies for making their programs more inclusive and accessible to the communities they serve.
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A Broader Approach to Financial Inclusion Brief
Expanding Financial Inclusion Infographic
The Center for Financial Security recently completed an evaluation of My Classroom Economy (MCE), an innovative approach to financial education. In contrast to more traditional financial education programs based around lesson plans, MCE is experiential. Teachers establish a classroom-based economy that integrates into the school day as a classroom management system. Research suggests that this type of experiential approach is a promising teaching strategy, with the added benefit of minimizing time away from other classroom activities.
During the 2015-2016 school year, 24 elementary schools in the School District of Palm Beach County, FL participated in the evaluation. Students in MCE classrooms show consistent gains in financial knowledge, budgeting, financial socialization, and economic experience after 10 weeks. These effects range in size but are all statistically significant and positive. Overall, the results of this study are encouraging and highlight the promise of experiential learning programs like MCE for elementary school–age students.
Presentation slides from the September 21, 2016 webinar are available to view.
A supplementary guide discusses the Center’s development of the survey measures used in the evaluation.
The evaluation was performed under contract TOS-14F-0028 for the U.S. Department of the Treasury.