Educator Spotlight

Each year, Steve Metzger’s students are hungrier for financial knowledge than his previous students. He knows that they’re seeing stories online about how much money people make, and they may be getting a distorted image or bad advice from those posts.

“When I teach entrepreneurship, we talk about how hard it is to make money,” says the Arundel High School Business Education teacher. “I want to open their eyes to the world and to money. Aside from English, personal finance is the second most important thing we can teach kids. Every one of them will have to know about personal finance when they graduate high school. While all their other subjects serve a purpose, what they know—or don’t know—about finance can hurt them or their families.”

Steve credits MCEE and the Stock Market Game for helping open their eyes.

“The game makes it real. They’re seeing the ramifications of their decisions in real time. It’s not hypothetical or watching an unrealistic video. They can understand how their decisions impact their bottom line—the balance in their portfolio—and they learn how it feels to make a bad decision.”

Ask what excites his students most about the game, and he responds without pausing.

“The competition. It’s fun. They like the gamification, not only competing against their classmates but also against kids from other schools. Not a lot of programs provide this opportunity, but MCEE does.”

Steve, who has been teaching for seven years, also credits MCEE with giving him invaluable tools and resources for teaching his students.

“I appreciate the free content and lesson ideas to supplement what our school district provides,” he says. “It sparks other ideas and helps me support other teachers. I’m now working with a first-year business teacher, and I can pass along everything from MCEE to her as a potential idea for her classroom.”
This year for the first time, students in Steve’s Introduction to Business class will submit creative poems about personal finance in MCEE’s annual Poetry Contest. He appreciates how the Contest gives his students a short-term goal and a fun project—“one and done,” as he quips.

In addition, a group of Steve’s students in Arundel’s Millionaire’s Club (the largest of the school’s 80+ student clubs) will be venturing into this spring’s Personal Finance Challenge. Steve is eager to see how this activity can be worked into future curriculum.

“I don’t take credit for my students’ success but it’s rewarding and exciting to know that I helped spark an interest in finance. A lot of my former students are getting into finance as college majors. They have college internships in finance and are working in it professionally. And I know that my students are using the lessons learned in their everyday lives.”

“I’m very grateful to MCEE for this support and for giving students these opportunities.”

Middle school teacher, Ms. Chapman, knows that MCEE’s Stock Market Game (SMG) can teach her students all about money and finance. More importantly, she uses the program to have an additional and long-lasting impact on her students. MCEE and the Game help reinforce life skills such as: cooperation and collaboration, group dynamics, task management and more. Ms. Chapman says, “even picking out the name for the Stock Market Game team requires them to work together.”

Ms. Chapman teaches business and computer science at Stemmers Run Middle School, a Title I school in Essex. She guides two sections of students in each grade in the Stock Market Game as part of the curriculum unit on financial literacy.

For 6th graders, Ms. Chapman begins by talking with students about their experiences, such as buying food at a grocery store. She introduces concepts like currency and money, and then helps students understand savings and the value of exchanging goods in a global economy. With this knowledge, students begin to understand business entities – corporations, franchises, and sole proprietorships. These are more complex forms of business ownership but Ms. Chapman breaks it down into something they already have knowledge of, and “they are able to understand business trades.”

Ms. Chapman shows the students real stock certificates and “we begin to talk about how the stock market exchanges work and how some stocks are more valuable than others.” Ms. Chapman says, “this process gets students really excited. They love to trade in the Stock Market Game and find out how well their portfolios are performing.”

That excitement extends beyond financial knowledge. Ms. Chapman uses the Stock Market Game to teach other important lessons. “I don’t want the students to feel like they’re limited. I want them to know about markets and commodities so they realize that even if they don’t have anything now, later on they may choose to invest their money”

This is especially important at Stemmers Run, where students are building their English and mathematical skills exponentially. Students are encouraged to read news headlines and current events about the company they are investing in to determine whether their company will succeed or fail. “We talk about budgeting and savings too,” says Ms. Chapman. “I want them to know that this is a process. The Stock Market Game gives them an authentic way to see how to work in the world of business and finance. It’s valuable information and used in real life which helps them become wiser in their decision making process.”

Picture this: a significant financial decision looms in an area in which you have no experience. You’re uncertain on how to navigate it successfully, and you’re struggling to figure out how to approach the problem.

Now imagine another scenario: the same challenge approaches, but you remember navigating a similar problem in high school. You worked through case studies and explored options using trial and error. Now, you’re feeling prepared, unfazed, and ready for the moment.

That scenario is reality for tens of thousands of high school students in Prince George’s County Public Schools, which now requires a course in personal finance for all high school students – giving them the chance to learn from financial decision-making challenges before adulthood. And Jeeva Ashok, a personal finance teacher at Eleanor Roosevelt High School, is using hands-on learning experiences, and robust support from MCEE, to help her students make the most of it.

“Financial learning experiences matter so much to young people,” explains Jeeva, who has been teaching financial literacy for the last five years of her 20-year career. “They’re life lessons; we’re helping students learn these skills now and avoid doing it the hard way later.”

In her personal finance class, 10-12th grade students are challenged to navigate real-world financial scenarios. They begin with the basics, and progresses to experiences like calculating interest rates, exploring how credit cards work, and creating a five-step plan for improving a fictional family’s finances. Jeeva also has students interview their families about financial topics, helping spark discussions and the sharing of financial lessons at home.

“We’re giving students practical experience with what they’ll need to know down the road,” says Jeeva. Those lessons are crafted with support and inspiration from MCEE. “MCEE’s content and classroom activities align perfectly with our curriculum. They’re an amazing partner.”

Jeeva also guides students to participate in MCEE’s Personal Finance Challenge and Stock Market Game. Seven teams of Jeeva’s students participate in the Personal Finance Challenge! “They just love these competitions. I hear them chatting about stocks and finances in the hallways. They even stay after school to learn more!”

MCEE’s annual summit is a can’t-miss event for Jeeva. She and hundreds of Maryland educators come together to share ideas, and learn the best practices around teaching financial content. “I left with many new ideas from fellow teachers and MCEE. It was a great experience.”

Jeeva’s passion for financial education is clear. “I truly teach from my heart. This content matters so much for young people. They’ve personally seen the impact of poor money management and debt. This learning is about making sure they are prepared. Our young people need these classes!”

MCEE works with thousands of educators like Jeeva every year to give more than 200,000 students the financial learning experiences they need.

For ten years, Victoria Beasley taught biology at Digital Harbor High School in Baltimore City. Over that time, she enjoyed connecting with students and watching as they explored their interests and built knowledge. But in doing so, Victoria had a realization: students were missing something in their preparation: personal finance.

So Victoria did something to change that. Three years ago, with creative advocacy and support from her school and district leaders, she became a Personal Finance Teacher and created Baltimore City Public Schools’ first dedicated Personal Finance High School course! And now, she partners with MCEE to help make sure it’s as impactful as possible for her students.

“Students so clearly need a class where they talk and learn about money,” says Victoria. “Many students in Baltimore City are at a disadvantage because they aren’t having these conversations at home. Without this knowledge, it’s hard to make it in the world. Students have to understand how to make smart choices with money, and how every choice can have lasting implications. I wanted to create a course that could help.”

If the class’ popularity is any indication, students see this need as well. “It’s become one of the most popular courses in the school,” explains Victoria. “Students routinely stay after school to learn more. I even have students who have graduated get back in touch to explore more questions.”

Students use hands-on activities to explore financial skills and topics like balancing a checkbook, reading a paycheck, investing, budgeting, securing credit, and banking. They write simulated checks, plan imaginary budgets for families, read credit reports, and hear from guest speakers in the financial industry. And to further supplement learning, Victoria partners with MCEE to guide students through the Stock Market Game and, for the first time this year, the Personal Finance Challenge.

She also takes advantage of MCEE’s professional development programs. “I was encouraged to attend MCEE’s Summit during the first year of this class, and I was blown away. It is the best professional development experience I’ve had in my 13 years of teaching. Now I sign up for every MCEE program I can! They’re so helpful and responsive. Everything they do is for the betterment of the students and community. They really get it.”

The school and the district have taken notice of Victoria’s work. In 2023, Victoria was voted Distinguished Educator of the Year by the students at Digital Harbor. She’s even had colleagues sit in her class to get some lessons they can apply to their own lives. And at the district level, her course is now available to all high school principals as they consider what courses to offer.

When asked about tips for fellow educators interested in teaching this content, Victoria says go for it. “Approach it as if you’re teaching your younger self these financial lessons,” she explains. “These students are like sponges. They pick it up, and their excitement about the topic is so inspiring.

Take a peek into Sharon Entzminger’s third grade class at Winfield Elementary School in Carroll County and you might find students budgeting classroom “cash” or creating prototypes of products they want to sell.

This immersive approach is part of Sharon’s educational philosophy, developed over 19 years of teaching. “Students gain more when they’re experiencing learning in real life,” she explains. “Living a topic is so different from reading about it.”

The Carroll County curriculum includes economics as a third grade lesson, and Sharon has made the most of it, developing a variety of ways to bring real world context into the classroom. Starting 12 years ago, she brought an experience called the Econ Fair to Winfield that she had seen as a student teacher. “This program gives students a tangible application of finance and economics in an engaging and memorable way. We’re teaching students how to budget their money, invest in a product, and teamwork.”

The Econ Fair challenges third grade students to come up with ideas for products that would be of interest to classmates. Guided by third grade teachers at the school, each class votes on their product of choice, which that class then puts into production (200-300 pieces) for sale at the annual Econ Fair.

Students pick their company name, set the price based on material cost and profit goals, and create advertisements. From slime and candy bars to keychains, night lights and spoon catapults, the fun products are always a hit. To round out the real-world learning, Sharon and her fellow educators teach students about philanthropy by pooling profits into two $500 scholarships for local high schoolers.

In addition to the Econ Fair, Sharon gives her students the opportunity to earn “Cat Cash” for good classroom behavior. “Students make choices about how they want to spend their Cat Cash, or if they want to save up for a larger prize. Budgeting is critical and life, and these students are learning it early!”

She shared these methods with fellow educators at MCEE’s 2024 Financial and Economic Educator Summit this past summer. Sharon guided educators in ways to create similar programs in their schools. Says Sharon, “I’ve had a wonderful experience with MCEE. I felt a tremendous sense of community at the Summit and quickly realized all that MCEE has to offer teachers. I appreciated the sessions I attended as well as the materials I walked away with, which included read-alouds and books for specific subjects.”

When it comes to advice for other teachers, Sharon has this to say: “Start small. You could hold an Econ Fair in your classroom or perhaps with just one grade level. Be patient and consistent. And include your students in decision making!”

Rob Phelan, a math teacher at Middletown High School in Frederick County, has a simple yet powerful philosophy.

“If it’s not exciting, engaging and educational, it doesn’t belong in my curriculum.” He calls this the “three E’s,” and the approach is having an impact on his students’ learning of and interest in personal finance.

Now in his 11th year of teaching, Rob’s classes provide an example of how, as he says, “to get students talking and feeling comfortable talking about money.”

One of the classes Rob teaches is called Contemporary Math, where high school seniors explore the math they’ll need to navigate their future. In a My Money Storyactivity, they share their personal experiences with money. “My students come from many backgrounds,” explains Rob. “Some bring an intimate understanding of money because they work to support their family. Others haven’t had to worry about money. Understanding these differences is crucial to their growth – we value all their experiences in our discussions.”

Space Quest is a collaborative game where students learn about “need” vs “want;” they take an imaginary trip to space in a vessel with limited space and a tight budget, and have to choose what to bring on board based on their budget.

Rob’s students also benefit from MCEE’s resources and content. They participate in the MCEE-coordinated Stock Market Game and Personal Finance Challenge. Classes take field trips to Towson University’s T. Rowe Price Finance Lab, where Rob and an MCEE educator guide them in the practices that will help them in these challenges.

Rob is a noted resource for educators. This past June, he led a session at MCEE’s annual Educators Summit where he introduced some of his techniques and curriculum. He is the author of two books (The Simple StartUp and M is For Money) and manages a YouTube channel with resources and instructional videos for students and educators.

“The reality is that very few educators are trained personal finance teachers – and that’s okay,” says Rob. “There are so many great resources for teachers and students. MCEE provides helpful information and engaging activities. I encourage teachers to sign up for their newsletter, which reveals many resources. This can be a learning journey with your students. You don’t need to reinvent the wheel; there are already many great wheels you can use.” 

When students at Mount Hebron High School in Ellicott City first walk into Vann Prime’s AP Economics classroom, many don’t know what to expect. To them, economics might mean complex accounting or business earnings’ analyses. But when class begins, they’re captivated.

Vann is telling a story of how Mexico City, one of the world’s most polluted cities, enacted a law where citizens can only drive every other day based on their license plate numbers. The animated class discussion ranges from possible license plate forgeries to the implications of buying another car. Through it all, Vann links students’ observations to fundamental economic concepts like scarcity, opportunity cost, incentives and unintended consequences.

To students who expected to be learning wonky formulas or complicated concepts, the conversation may have been surprising. But if you ask Vann, who is now in his 19th year of teaching, it shouldn’t be.

“Economics concepts are applicable to everyone at every moment of their life. It’s about the choices we make every day. I teach students by focusing on the basics and applying them to real world experiences. In a decade, they may not remember the intricacies of monetary policy, but if they can remember concepts like scarcity, costs and benefits, and demand, they’ll make better decisions in life. Economics is the intellectual underpinning for good decision making – including in personal finance.”

More than 150 Mount Hebron students take the elective class each year, making it one of the largest AP Economics programs in Maryland. Vann works with MCEE to leverage educational resources, and his students compete in MCEE’s Economics Challenge – Mount Hebron students have won the Maryland Economics Challenge state championship 18 times and the national championship seven times, including last year! “We’ve grown a very close relationship over the years. I would do anything to help MCEE and to promote economics education statewide. It’s so important.“

Vann’s impactful teaching is garnering attention. Last year, he won the Council on Economic Education’s John Morton Award – a prestigious national honor for excellence in the teaching of economics – stemming from nominations by MCEE of our state’s strongest educators.

Says Vann, “It’s so vital to good citizenship and making good human beings to understand that nothing is free; if kids can embrace that, I’m happy. This kind of learning is one of the greatest educational gifts we could pass on to young people.”

Kevin Cromer, a teacher at Benjamin Tasker Middle School in Prince George’s County, began one of his lessons with a look at the news. He scrolled online through stories until he saw one about student loan forgiveness. That was the impetus for mock-debates and discussions with his students about loans.The learning progression for students was simple and natural, and that made it impactful. “First, we discussed why people take out loans,” explained Kevin. “This naturally led the discussion toward savings, which then fed right into talking about investing. After that, we began MCEE’s Stock Market Game™ and Investwrite, and students really took off with it.”

This inquiry-based approach in an AVID Class – a college and career readiness elective – reflects Kevin’s teaching style during his 29 year career; he identifies something relevant to students, turns it into a discussion point, and encourages their questions and ideas to drive home lessons. Students take AVID every other day, where they explore critical thinking, inquiry, and self-advocacy. By going a step further and incorporating MCEE resources, Kevin’s students will be ahead in terms of personal finance, which is now a mandatory course for high school graduation in Prince George’s County Public Schools.

And MCEE’s guidance and resources support Kevin’s process through fun student activities, detailed background information, and helpful prompts. “This learning is crucial. When I was growing up, we didn’t learn about financial literacy,” he explained. “We’re now helping students build skills and habits that will stick with them for life.” I teach students about managing money by making plans for their college expenses. They learn to figure out what college will cost, research how much things will cost, and create a budget for how to spend their money.”

Inspired by their personal finance education, some of Kevin’s students opened savings accounts during class. Others shared their experiences learning about personal finance with their families. “I’ve had parents tell me how their child is excited to learn more and how they’re watching news and doing research on their own.” Students aren’t the only ones learning through MCEE’s programs. Said Kevin, “I didn’t know much about the stock market when getting started, but MCEE changed that. They answer questions, visit classrooms, and guide teachers every step of the way with lesson plans, videos and workshops.”

Kevin has also taken advantage of the class field trip opportunity offered by MCEE in partnership with the Towson University CBE. The field trip includes a visit to the Finance Lab on the TU campus where students learn about compound interest and investment research in a simulated wall street trading floor experience. To assist his students with synthesizing what they have learned about personal finance and investing, Kevin encouraged his students to submit essays for the InvestWrite writing competition. One of his students submitted an essay that won first prize in the State of Maryland! Read the essay here. This year, he hopes to turn the Stock Market Game™ into an after school program.

“Go for it,” advises Kevin. “Even if you feel like you don’t know enough as a teacher, don’t be nervous. MCEE is there to help; take their courses, access their resources. You don’t need to be an expert to have success.”

Kimberly Jackson has two sayings she tells her students repeatedly: “just because you have money doesn’t mean you know or understand money,” and “nobody plans to fail, they just fail to plan.”

The lessons in these phrases illustrate Kimberly’s thoughtful approach to teaching personal-finance. For the past 23 years, she has taught business and accounting in Montgomery County with the past 13 years at Gaithersburg High School. While Gaithersburg High doesn’t offer a dedicated course in personal finance, Kimberly is stepping up to ensure students are exploring personal finance concepts that will change their lives – infusing this learning into class conversations and sponsoring an extracurricular club. In doing so, she has been leveraging MCEE resources and competitions.

“By the time my students reach my classroom, they care about and think about money,” explained Kimberly. “And through honest conversations about personal finance, students see quickly that this is information they want and need in order to be successful. From there, the questions and ‘ah-hah’ moments come naturally. MCEE is a great help in providing activities, lessons, and resources that enhance these conversations.”

12 years ago, Kimberly began sponsoring “The Millionaire’s Club” – an extracurricular student group that meets twice a month to learn about personal finance, hear from guest speakers, and compete in activities like the Stock Market Game™. Today, the club boasts more than 40 students – one of the more popular clubs in the school. Kimberly’s determined and flexible approach to teaching personal finance – sponsoring a club, sparking class conversations and creating lessons and projects in spite of there being no dedicated class, is an immeasurable benefit to her students.

“We recently did a lesson where I challenged students to pick a college and look up the full cost of attending,” said Kimberly. “Some students came back thinking a one-year’s worth of tuition was what the full four years cost. It was an eye-opening experience that demonstrates how much this education is needed.”

Students in Kimberly’s classes are exploring credit, learning simple tips for saving (“save your change!” says Kimberly), and understanding interest, long term growth of stocks, and college expenses. Kimberly also works with MCEE to guide students in the Stock Market Game™ and the Personal Finance Challenge.

“These concepts can apply to any subject. And many of my students may not have been exposed to these conversations or concepts at home. A student approached me the other day and said everyone is telling them to go to college, but nobody is taking the time to discuss the costs. This needs to change.” The lessons learned are sticking with students – growth Kimberly knows is imperative for their futures.

“We set students up for financial challenges if we don’t give them tools to navigate their finances after high school,” said Kimberly. “Students need to hear these messages over and over again. Anyone who can share personal finance knowledge with students – no matter the subject you teach or the role you play – will enhance their learning opportunities should do so.”

For almost two decades, Amy Cargiulo has witnessed first-hand the power of personal finance education. As a fifth grade Gifted and Talented Resource Teacher at Waverly Elementary in Howard County, she finds it on the faces of students participating in MCEE’s Stock Market Game™, in the insightful questions they bring from home, and in the stories she hears from former students!

Today, Amy guides more than 100 students a year to be part of the Stock Market Game™. And throughout their experience, she encourages them to remember something important: always reflect!

“I want my students talking and thinking about what they are learning as much as possible,” she says. “And with something as fun and hands-on as the Stock Market Game™, that’s no problem. Students excitedly discuss ideas and questions non-stop – even bringing conversations home and questions to the class from their families.”

Those reflections result in thoughtful student essays submitted to MCEE’s Investwrite competition, a Stock Market Game™ companion program that challenges participants to share their experiences and lessons. Her students are thinking deeper, and through participation in Investwrite, organizing what they learn into a narrative – thereby retaining the information and setting themselves up for success. Amy ensures all of her students participating in the Stock Market Game™ enter Investwrite.

To help, MCEE is on hand to answer questions and provide regular workshops and educator sessions that give teachers the context, expertise, and strategies they need to make the most of student participation in these engaging competitions (educators can check out the MCEE event calendar for the latest!).

It’s clear from student essay responses that the approach sticks. Amy regularly welcomes former students back to class to share their journeys towards financial success thanks to lessons learned in her class. She even helped some former students start a Stock Market Game club at the high school they now attend!

Amy’s introduction to personal finance education in the classroom began almost twenty years ago, when “a colleague was working with MCEE on the Stock Market Game™ before she literally fell off a horse, and had me jump in and cover the program! She thankfully ended up being okay, but I was enthralled with the value of this experience for students. I dove in head first and haven’t looked back!”

Along the way, MCEE has been there to support her. “MCEE is absolutely wonderful. They are always available to answer any questions I have and provide resources I knew (or didn’t know!) I needed.” That support goes both ways. Amy, now a proven, successful educator in personal finance, has served on MCEE’s advisory board – helping us refine, enhance, and improve our resources and guidance for teachers statewide – no matter the subject.

Kurt Marx, Business Teacher at Stephen Decatur High School in Worcester County, starts conversations about personal finance with his students by asking questions: 1) How many of you want to be millionaires? (hands fly up) 2) How much do you think you need to save a month, at a 12% return, to become one by the time you’re my age? “When students hear that what they need to save a month isn’t thousands, but rather just $100, they are shocked and interested,” said Kurt. “I stress the importance of personal finance and then reveal wealth’s accessibility. It engages students right away – especially those who may have never experienced this kind of thinking or known about these opportunities growing up.”

For more than 20 years, Kurt has been introducing students to personal finance in a fun and competitive learning environment that emphasizes the accessibility of financial success. In the process, he is introducing students to opportunities, jobs, and financial aspirations they may not otherwise experience growing up in a rural, low-income community. By guiding students in MCEE’s Stock Market Game™, thePersonal Finance Challenge, and the Economics Challenge, and by relating personal finance concepts to their interests, Kurt is changing the trajectories of his students’ futures, with many taking new paths and setting new goals as a result.

Like its work with all educators, MCEE partners with Kurt to ensure he has support and access to meaningful student learning experiences in personal finance and economics. “If we can get students involved in something they view as fun, they’re significantly more likely to take something from it,” he explained. “These competitions do exactly that.”

Every semester, Kurt guides multiple student teams in the Stock Market Game™. Many have won state and regional championships. He dedicates daily class time for students to collaborate, research, and discuss their investment ideas. From there, the lessons come naturally. “We’re exploring companies, reading news, and examining how athletes spend money,” said Kurt. “Students are asking each other how things like war or inflation might impact stock prices. I don’t give them answers – I support them as they find their way toward the truth. Their enthusiasm is impossible to miss. MCEE’s programs and guidance of educators helps make this happen.”

From what Kurt has heard from parents, this enthusiasm extends beyond the classroom. “I heard from a parent that their child may not love going to school except for my class,” beamed Kurt. “Another told me she saw her son watching CNBC and researching stocks at night. It was the first time she’s seen her child passionate about something related to school. She was so proud.”

Kurt believes the Stock Market Game™ should be infused into all subjects. “No matter the class you’re teaching – from math to social studies – the game can apply. It encourages students to take in the world around them, to think critically, and to explore. No matter the subject, it encourages curiosity and learning.”

MCEE’s resources and professional development experiences – from lesson plans and curriculum aligned trainings to classroom activities – give educators the tools and understanding to apply personal finance concepts to a variety of academic subjects. “Learning experiences like these is what makes MCEE’s support so valuable,” said Marx. “With MCEE’s guidance, we’re teaching kids that they don’t have to take big risks to be wealthy.”

Flo Falatko sees financial literacy as an important part of STEAM (Science, Technology, Engineering, Art and Math) education. And in her classroom at Cromwell Valley Elementary School in Baltimore County, she makes sure it is – by working with MCEE to deliver financial literacy lessons, hands-on experiences, and programs in ways that stick, simulate real-world economics, and are fun for students.

“I love the energy from the students! Learning from and with them, and giving them a voice is extremely important to me,” said Falatko. “I thoroughly enjoy that aspect of teaching – and it shines through in financial literacy.”

For 20 years, Flo has been guiding K-5th grade students as a STEAM Resource Teacher – working with every student and teacher in the school. No matter the subject Flo is teaching, she finds ways to bring financial literacy into learning. If students are doing science projects on sending food pods to the moon, Flo makes sure they consider the pricing and budget for their materials. If book reports are in the lesson plan, Flo works with MCEE to find compelling stories (dubbed tradebooks) and lessons that reinforce financial concepts.

Flo uses many of MCEE’s resources in her work. She supports educators as they offer the Stock Market Game to 140 Cromwell Valley students a year, and identifies MCEE-produced lessons they can incorporate in their plans, from topical books to informative case studies. Flo often brainstorms with MCEE staff about explaining economic concepts to different age groups, what to cover in emerging economic theories, and more.

“Whenever I have an idea, I bounce it off MCEE. They are incredibly responsive and passionate about making it a reality. And in the process, they provide a community of teachers to talk with, share ideas, and explore lessons learned. It’s such an important resource. Sometimes, I simply go to their website, search by grade level, and find books and resources to consider.”

Last year, one of Flo’s fourth grade teacher colleagues expressed interest in preparing students for the Stock Market Game, which is tailored to students in grades five and above. Flo came to MCEE for ideas on how to accommodate the younger class. “MCEE was so supportive in providing lesson connections,” she explained. “Anything that’s helping to further the financial education of our students; MCEE is there to help make it a reality.”

Flo’s commitment to financial literacy stems from her experiences growing up without the guidance she now delivers to students. “Simply put, I feel that if I had had the financial education I needed, I wouldn’t have experienced the financial challenges I overcame,” she explained. “Our students and families need to be met wherever they are, and that’s what we’re trying to do.” In doing so, Flo brings a unique perspective on how financial literacy can enhance a variety of subjects, from social studies and English to science and, of particular focus for her, math.

“I use financial literacy as a tool to teach students math skills like place value, ratios, positive and negative integers, and percentages. There are so many in-roads to financial principles. It’s an organic way for students to learn math concepts without realizing they are learning math concepts!” Along the way, students learn budgeting, the stock market, risk calculation, and interest rates.

Through this focus on economic education, students are also building foundational skills like collaboration, cooperation, critical thinking, forecasting, and problem solving. They’re paying attention to current events and bringing what they learn back to the classroom – asking Flo and one another if or how news of war or elections might impact economic markets. The classes learn together, explore together, and build 21st century skills they need to be successful.

“I think teachers sometimes are hesitant to admit they don’t know something, especially with financial literacy,” said Flo. “They may say ‘I should know this’ but the truth is, you shouldn’t know everything. Embrace collective learning, never underestimate student interest, and pick up the phone to collaborate with MCEE around these powerful, impactful ideas!”