Consumer Financial

Protection Bureau October 2015

Youth financial education 

curriculum review 

report and tool
Table of contents

Report

1. Executive summary..................................................................................................... 1

1.1 About the Curriculum Review Tool.............................................................2

1.2 Learning more .............................................................................................4

2. Introduction ................................................................................................................. 5

3. Curriculum Review Tool overview............................................................................ 7

3.1 Content.........................................................................................................7

3.2 Utility.......................................................................................................... 8

3.3 Quality ........................................................................................................ 8

3.4	 Efficacy.........................................................................................................9

4. Conclusion ................................................................................................................. 10

5.	 Key definitions........................................................................................................... 

Tool

Getting started............................................................................................................... 13

Content for elementary school ................................................................................... 15

Content for middle school ............................................................................................ 21

Content for high school ............................................................................................... 29

Utility ............................................................................................................................... 38

Quality ............................................................................................................................. 49

Efficacy ............................................................................................................................ 56

Summary findings .......................................................................................................... 61
YOUTH FINANCIAL EDUCATION CURRICULUM REVIEW REPORT 1 of 61

1. Executive summary

The goal of financial education is to help people acquire knowledge and skills that support 

informed financial decision-making and lead to overall financial well-being. Thus many in 

the education community are recognizing the importance of teaching financial education to 

youth by requiring personal finance instruction in K-12 education. While this is a promising 

development, it presents new challenges for educators, including the challenge of selecting 

curriculum from a wide range of providers with few guidelines to help them choose the most 

promising or appropriate financial education curricula. The Consumer Financial Protection 

Bureau (CFPB) is pleased to offer this Youth Financial Education Curriculum Review Tool 

(Curriculum Review Tool) as a resource for those who make decisions about educating 

today’s students. The tool is developed based on a review of the relevant literature, careful 

consideration of best practices, and real-world feedback from educators as well as financial 

education experts. 

This resource can help subject-matter experts such as curriculum developers and practitioners 

such as teachers and education leaders to review financial education materials and determine 

which curriculum best suits their students. It identifies relevant evaluation criteria and offers 

parameters for reviewing materials so direct comparisons can be made. In addition, this 

resource can support curriculum developers who are creating or revising tomorrow’s financial 

education curricula by helping them identify strengths and areas for further development.

Researchers may find that this resource provides direction for those who seek to evaluate 

the efficacy of a financial education curriculum by identifying areas where more rigorous 

research is needed. In the Curriculum Review Tool, evaluation criteria are listed as essential or 

beneficial. The essential criteria are included because there is strong evidence that they have 

a positive impact on student learning. The beneficial criteria reflect areas that hold promise 

but may be more relevant and useful for some reviewers. In addition, the beneficial criteria 

offer areas that are ripe for additional financial education research.
YOUTH FINANCIAL EDUCATION CURRICULUM REVIEW REPORT 2 of 61

Four dimensions of youth financial education curricula

There are four dimensions to consider in financial education curricula: content, utility, quality, 

and efficacy (Figure 1).

FIGURE 1: FOUR DIMENSIONS OF YOUTH FINANCIAL EDUCATION CURRICULA

For each of these four dimensions, the Curriculum Review Tool provides detailed measures 

and questions for reviewers to use in evaluating financial education materials. For example, 

in the Quality dimension, under the objectivity criteria, questions explore whether funders 

and authors are clearly identified and whether the materials promote a particular branded 

product. 

At the end of each section, decision rules help reviewers develop summary statements about 

each criterion and, ultimately, about the content, utility, quality, and efficacy of the curriculum. 

The Curriculum Review Tool can help educators select a curriculum that is consistent with 

current leading practices from the financial education and other related fields.

We offer this resource to educators who are seeking curricula that are accurate, unbiased, 

demonstrably effective, and designed to help students develop a range of financial 

knowledge, skills, and capabilities.

Quality

Accurate and well presented

Utility

Supports effective teaching

Content

Covers core knowledge and skills

in content standards
YOUTH FINANCIAL EDUCATION CURRICULUM REVIEW REPORT 3 of 61

1.1 About the Curriculum Review Tool 

The Curriculum Review Tool addresses four dimensions that are relevant to financial education 

curricula: content, utility, quality, and efficacy (Table 1).

For each of the four dimensions, the Curriculum Review Tool offers criteria to use when 

selecting financial education materials. For example, the criteria for quality include:

§ Up-to-date and error-free

§ Visually designed to support learning

§ Objective

§ Available in print and online

The Curriculum Review Tool includes additional yes-or-no questions to further evaluate the 

materials. Under the objectivity criteria, for example, questions ask whether the materials 

promote a particular brand product. 

TABLE 1: STRUCTURE AND DEFINITION OF KEY TERMS

Structure of the Curriculum Review Tool

Dimensions Content: Knowledge and skills covered by the curriculum, and how well 

they align with national standards

Utility: Guidance for using curriculum

Quality: Accuracy and presentation of materials 

Efficacy: Impact of the curriculum on students

Criteria Conceptually important features or content areas of the curriculum

Indicators Concrete, detailed specifications for each criteria

Questions/

components

Operational rules to help reviewers determine whether the curriculum 

meets each indicator. Some are essential and some are beneficial.
YOUTH FINANCIAL EDUCATION CURRICULUM REVIEW REPORT 4 of 61

To ensure the curriculum’s content addresses grade-level appropriate topics, the content 

section is tailored by grade bands: elementary (grades K–6), middle (grades 7–8), and high 

school (grades 9–12). Table 2 demonstrates how one content area spans across grade bands. 

The example shown in Table 2 relates specifically to one criterion, “earning, income, and 

careers,” and one of the indicators tied to the criterion. 

TABLE 2: EXAMPLE OF CURRICULUM CONTENT

Elementary school 

components

Middle school 

components

High school 

components

§ Sources of income

§ Changing income through 

education, work, and skills

§ Sources of income

§ Changing income through 

education, work, and skills

§ Labor market changes

§ Employee benefits

§ Changing income through 

education, work, and skills

§ Entrepreneurs

§ Taxes

IMPORTANT NOTE ABOUT CURRICULUM EFFICACY

In three dimensions of the Curriculum Review Tool – content, quality, and utility – the measures 

operate independently. For example, a curriculum might provide easy access to print and 

online materials, but there is still a separate question about whether those easy-to-find 

materials are error-free. In other words, the questions in the content, quality, and utility 

sections can be answered in any order without changing the results. However, the measures 

under the fourth dimension of the Curriculum Review Tool, efficacy, are interdependent and 

build on one another in order to determine whether the curriculum has been tested through 

high-quality research studies. 

1.2 Learning more

If you would like to learn more, you can explore the complete financial education Curriculum 

Review Tool at http://www.consumerfinance.gov/f/201509_cfpb_youth-financial-educationcurriculum-review.pdf, or on page 13 of this report.

If you would like to access additional resources about financial education, please visit the 

CFPB website: www.consumerfinance.gov/youth-financial-education.
YOUTH FINANCIAL EDUCATION CURRICULUM REVIEW REPORT 5 of 61

2. Introduction

Today’s young people confront a financial marketplace significantly more complex than the 

one faced by previous generations. Students in America interact with an array of financial 

products and services at a relatively young age. As they approach high school graduation, 

students and their parents make important decisions about whether and how to pursue 

higher education as well as face the reality of paying for college. These early choices can have 

long-lasting impact on their financial lives. 

Despite their frequent exposure to financial products and services from a young age, far 

too many U.S. students lack the financial literacy or capability to function successfully in the 

modern financial market. Although U.S. students performed around the average of the 13 

countries participating in the Programme for International Student Assessment (PISA) 2012 

Financial Literacy Assessment, an examination of the data behind that average performance 

reveals differences in performance between the top-performing and lowest-performing 

cohorts. While one in 10 U.S. students is a top performer on the PISA Financial Literacy 

Assessment, 44 percent of U.S. 15-year-olds taking the assessment were found to have low 

levels of financial literacy.

Financial education during the K-12 school years can help build students’ knowledge of

§ Consumer financial products

§ Money management basics, which include knowledge of where and how to seek balanced 

or unbiased information

§ Skills related to carrying out financial tasks, which can subsequently build students’ 

confidence in their financial abilities. 

Further, financial education can improve decision-making skills by providing opportunities to 

practice making healthy financial choices. Therefore, a strong financial education curriculum 

should not only equip students with essential knowledge and skills, but it should also help 

them practice and internalize the use of these skills and knowledge to actively manage their 

financial behavior. 

The CFPB is not alone in its belief in the value of financial education. Policymakers are 

recognizing the importance of teaching financial education to youth by requiring that 

personal finance be taught as part of K-12 education. Educators who are required to teach 

financial education must choose from a wide range of curriculum providers and classroom 

resources with few guidelines to help them select the most promising or appropriate financial 
YOUTH FINANCIAL EDUCATION CURRICULUM REVIEW REPORT 6 of 61

education curriculum. To help educators consider which curriculum to use, and to better 

understand its strengths and gaps, the CFPB contracted with the Rand Corporation to 

develop the Curriculum Review Tool. We are pleased to offer this, a much-needed resource 

for those who make critical decisions about educating today’s students. 

The CFPB sees the Curriculum Review Tool as a starting point rather than an endpoint. We 

hope it will inspire discussion about where this ever-changing field is heading at a time when 

the need for financial education continues to grow. Furthermore, we hope that this resource 

will support increased understanding of the state of the field and advances for the future.
YOUTH FINANCIAL EDUCATION CURRICULUM REVIEW REPORT 7 of 61

3.Curriculum Review 

Tool overview

The Curriculum Review Tool addresses four important dimensions of financial education 

curricula: content, utility, quality, and efficacy. The Curriculum Review Tool includes criteria to 

prioritize when selecting a financial education curriculum. For example, important criteria for 

a high-quality curriculum include:

§ Up-to-date and error-free

§ Visually designed to support learning

§ Objective

§ Available in print and online 

Because these are broad concepts, the Curriculum Review Tool includes indicators to further 

specify the criteria, and yes-or-no questions to help ascertain whether a curriculum addresses 

the criteria. For example, under the “objectivity” criterion for curriculum quality, one indicator 

is that materials explicitly identify funders and authors and do not promote branded products. 

The two related questions are: 

§ “Are the authors and funders of development and dissemination clearly disclosed?” 

§ “Do the materials abstain from promoting particular branded products?“

3.1 Content

The curriculum content dimension (referred to as “content” throughout the Curriculum Review 

Tool) describes the degree to which the curriculum covers topics and skills prioritized across 

major national and select state content standards for financial education.

Does the curriculum address grade-level-appropriate topics for:

§ Earning, income, and careers?

§ Saving and investing?

§ Spending?

§ Borrowing and credit?
YOUTH FINANCIAL EDUCATION CURRICULUM REVIEW REPORT 8 of 61

§ Managing potential financial risk, including insurance?

§ Financial responsibility, money management, and financial decisions?

The content described above and in the Curriculum Review Tool is based on existing financial 

education content standards and curriculum frameworks and is not an endorsement of 

specific financial knowledge, skills, or behaviors. 

3.2 Utility

The utility dimension is defined as the supports for using the curriculum; that is, the 

instructional guidance and materials designed to facilitate strong and effective instruction. 

The definition of utility includes five broad criteria. Do curriculum materials:

§ Provide instructional suggestions, exercises, and activities designed to support cognitive 

development of students’ financial capability?

§ Support engagement among a diverse population of students by providing suggestions to 

differentiate instruction, exercises, and activities? 

§ Allow teachers to easily plan and deliver financial education instruction to students and 

integrate lessons with their instruction in other subjects?

§ Include a range of formative and summative assessments to support teaching and help 

teachers assess mastery?

§ Help teachers provide clear and accurate financial education instruction to students?

3.3 Quality

The quality dimension refers to the accessibility, accuracy, and objectivity of the curriculum. 

The definition of quality includes four broad criteria. 

§ Are curriculum materials physically accessible to teachers and students in a school setting?

§ Are curriculum materials current and error-free?

§ Are curriculum materials objective?

§ Is the visual appearance of the student materials conducive to learning?
YOUTH FINANCIAL EDUCATION CURRICULUM REVIEW REPORT 9 of 61

3.4 Efficacy

The curriculum efficacy dimension refers to the impact of the curriculum on students, as 

measured in high-quality research studies:

§ Is each research study strong (the study is designed, carried out, and explained well)? 

§ Is the body of evidence large or moderate (are there multiple studies of large aggregate 

size)? 

§ Does the body of evidence support conclusions of consistent, strong, positive impact?
YOUTH FINANCIAL EDUCATION CURRICULUM REVIEW REPORT 10 of 61

4.Conclusion

There is a large and growing number of curricula and other classroom resources focused 

on teaching financial education to K-12 students. Until now, few resources were available in 

the financial education field to help educators and school leaders select the most promising 

curriculum for their students. The Youth Financial Education Curriculum Review Tool offers 

a framework for evaluating financial education curricula. Built upon the best information 

available about curriculum effectiveness, it serves as a much-needed resource for those who 

make critical decisions about educating today’s students.

For curriculum developers, it offers the ability to look beyond content standards and evaluate 

the strengths and potential gaps of their products based upon what we know works in 

education in general and financial education in particular. Researchers will find insights into 

current thinking about financial education curricula as well as potential clues about future 

avenues for exploration.

We hope that the Curriculum Review Tool will increase understanding of the state of the field, 

inspire more discussion about current financial education curricula, and point to potential 

advances for the future.

We applaud all those who are striving to find and implement the best evidence-based age 

and developmentally appropriate financial education lessons and activities for young people. 

Given that students have early exposure to financial products and services, there is a great 

need for effective resources that can help young people improve their financial knowledge 

and capability.

The CFPB is committed to supporting and improving financial education in K-12 classrooms. 

We are also committed to engaging and supporting others who are working in this arena – 

teachers, administrators, curriculum developers, state and local policymakers, and parents – 

and seeking the most promising and appropriate financial education curriculum.
YOUTH FINANCIAL EDUCATION CURRICULUM REVIEW REPORT 11 of 61

5.Key definitions

Curriculum

A curriculum provides learning objectives, teaching methods, assignments, materials, and 

sequence of instruction for a focused subject area. The scope of the curriculum may vary, 

but a curriculum is generally considered to include multiple lessons over multiple days. A 

curriculum typically has the following attributes:

§ Is taught over at least five sessions over multiple weeks, within a single school semester 

or year

§ Includes objectives for content or skills to be learned, a sequence for addressing the 

objectives, and materials or resources to use in the lessons

§ Includes a recommended sequence for covering the material

§ Focuses on financial education (see next definition)

§ Is designed to be administered to K-12 students in a school setting

Financial education

Financial education encompasses a broad range of topics, including personal finance and 

vocational or career topics (e.g., the stock market, business management, entrepreneurship). 

This financial education Curriculum Review Tool focuses on personal finance – financial 

knowledge and skills all students need to make sound financial decisions as independent 

adults. Specialized topics such as business finance skills, which may be of interest to specific 

students based on their career trajectories, are not the focus of this Curriculum Review Tool.

Criteria

Criteria establish the characteristics on which something can be measured. Criteria may 

include strategies and decision rules for measuring whether the characteristics are met. 

Below are definitions for the four dimensions selected for the Curriculum Review Tool. Note 

that one dimension is specific to financial education: the curriculum content. The other three 

dimensions focus on the nature of the curriculum and are not necessarily specific to financial 

education. The Curriculum Review Tool in this report drew on research and expert guidance 

to develop criteria and decision rules to determine whether a given financial education 

curriculum meets each of the four dimensions.
YOUTH FINANCIAL EDUCATION CURRICULUM REVIEW REPORT 12 of 61

Content: The curriculum covers topics and skills prioritized across major national and select 

state standards or financial education. The curriculum is designed to help students develop a 

range of knowledge, skills (e.g., understanding when to seek reliable information and advice), 

and behaviors (e.g., comparison shopping) that are identified as important according to 

research and major national and state standards.

Utility: The curriculum is easy to use by the educator and the student, and it includes 

pedagogical suggestions, activities, and assessments that are intended to support students’ 

learning of key knowledge, skills, and behaviors. Lesson plans, handouts, publications, 

media, etc., form a turnkey package that is adaptable to a range of populations (e.g., English 

language learners, special education students, and students with different learning styles) 

and can be easily implemented by an educator with moderate to minimal preparation. 

The curriculum can be easily integrated into the school’s existing scope and sequence for 

classroom instruction.

Quality: All materials provide accurate information, using up-to-date research and data. 

Materials are free of errors in spelling, punctuation, format, grammar, and layout. Electronic 

media, links, etc., are viewable regardless of operating system. Web links are current 

and active. Written materials and physical products and workmanship, as applicable, are 

sufficiently accessible and durable to support reuse.

Efficacy: Students who complete the curriculum demonstrate a statistically significant 

increase in their understanding and use of consumer finance when compared with students 

who have not had the financial education training. The curriculum helps students develop a 

combination of fact-based knowledge, critical thinking, decision-making skills, and cultivates 

overall awareness about where to go for more information.
GETTING STARTED 13 of 61

Selecting a review committee

To review multiple curricula, begin by assembling 

a committee of experts, including those with 

expertise in financial education, curriculum 

development, and research methodology (to review 

the evidence of efficacy). Practitioners – teachers 

who are actively teaching financial education – are 

especially valuable in determining the practical 

feasibility of curricula. 

Once selected, committee members should review 

materials using this Curriculum Review Tool, in 

advance. Then, the committee should assemble to 

discuss and address discrepancies in their review. 

At the close of the review process, some organizers 

may wish to publicize or share the review findings.

Preparing for the review

Begin preparing for the review by gathering all the 

materials that compose the curriculum. Consider 

consulting websites such as the Jump$tart 

Clearinghouse, edutopia or mymoney.gov to find 

financial education resources.

The materials you will need to conduct the review 

include the following:

§ Scope and sequence

§ Lesson plans for each lesson, with objectives, 

activities, supporting materials (such as handout 

masters), and directions for teachers

§ Student assessments

§ Guidance for teachers, such as suggestions for 

tailoring lessons, additional resources, and glossaries

These materials may be provided in a number of 

different formats and packages. For example, some 

materials may be online, some may be on a DVD or 

flash drive, and some may be on paper. Reviewers 

are likely to need, at minimum, a teacher workbook 

and a student workbook.

To review a curriculum’s efficacy, reviewers should 

be familiar with basic research design and be 

prepared to commit time to finding and reviewing 

studies. The review committee should assemble 

research on the effects of the curriculum, aiming

 to collect strong, independent studies. 

The committee can get much of this information 

quickly by: 

1. Using an online search engine. Reviewers can 

search the curriculum name and the terms 

“effects,” “impact,” or “evaluation.” The What 

Works Clearinghouse (WWC; whatworks.ed.gov) 

might have some studies already reviewed. 

Financial education is not a focus topic for the 

WWC, but if the WWC reviews a study on financial 

education curricula, it will be conducted by trained 

and certified coders using a protocol vetted by 

methodological and substantive experts. 

2. Looking at the curriculum provider’s website. 

Keep in mind that anecdotes, such as a teacher’s 

story of how well some students responded to 

the curriculum, are not considered studies. In 

addition, stand-alone statistics such as pre- and 

post-test scores generally are not considered 

studies because they do not provide the context 

for determining whether the curriculum or 

Getting started
GETTING STARTED 14 of 61

some other factor caused the findings, unless 

the information about the treatment, samples, 

methods, and analysis are also provided 

alongside the statistics.

Conducting the review

We recommend reviewing the dimensions in this 

order: content, utility, quality, and efficacy. This 

allows the reviewers to manage and absorb the vast 

amount of information about the curriculum at a 

reasonable pace.

The financial education Curriculum Review

Tool includes:

§ Criteria for each dimension which are 

broad concepts 

§ Indicators to further specify these criteria 

(listed in the left column) 

§ Questions to help evaluate each indicator 

(listed in the right column)

The Curriculum Review Tool also provides decision 

rules for evaluating each criterion and each overall 

dimension (content, utility, quality, and efficacy).

Each reviewer should read the relevant curriculum 

materials and answer the questions in the 

Curriculum Review Tool. Then, using the decision 

rules at the end of each section, come up with 

summary statements about each criterion and, 

ultimately, about the utility, quality, content, and 

efficacy of the curriculum.

Keep in mind it will be necessary to use different 

documents to evaluate the different dimensions of 

the curriculum, as shown in Table 1.

TABLE 1: GUIDANCE ON WHAT DOCUMENTS 

TO REVIEW FOR EACH DIMENSION

Dimension Necessary documents

Content Read: Scope and sequence

Skim: Lesson plans and 

supporting materials

Utility Read: Lesson plans and 

supporting materials

Quality Read: Lesson plans and 

supporting materials

Efficacy Read: Outcomes studies

Skim: Provider’s claims of effects

Summarizing the findings

Use the summary findings form provided 

to document your results.
FINANCIAL EDUCATION CURRICULUM CONTENT FOR ELEMENTARY SCHOOL 15 of 61

Instructions 

Read through the scope and sequence of the curriculum, skim the lesson plans, 

and answer the following questions.

 Content 

 for elementary school 

Curriculum content refers to the knowledge and skills covered by the 

curriculum. The content dimension is based on our analysis of existing 

national and select state financial education standards.
FINANCIAL EDUCATION CURRICULUM CONTENT FOR ELEMENTARY SCHOOL 16 of 61

Reviewer name: Review date:

Curriculum name:

Grade focus: Publication date:

Content criterion 1

Score: Content criterion 1 Add up total number of components: ___ YES ___ NO

One can save money in various ways, including at 

home in a piggy bank or at a commercial bank, credit 

union, or savings and loan institution.

YES NO

Saving helps individuals act on future opportunities, 

meet short-term and long-term goals, and address 

financial emergencies.

YES NO

1.1 People save for the future, 

and might have different 

goals for saving and make 

different choices about 

how to save.

Does the curriculum address grade-level appropriate topics for saving 

and investing? Select yes if the following components are addressed.

Content criterion 2 

1.2 

Compound interest affects 

the value of savings.

1.3 

Investments involve 

purchase of financial 

assets to increase wealth.

Saving money in a bank or credit union allows 

the money to earn interest.

YES NO

The goal of savings is to set aside income for future 

spending, whereas the goal of investing is to increase 

wealth over time.

YES NO

Income is money earned from employment 

and investments.

2.1 Sources of income YES NO

include wages, salaries, 

and benefits, as well as 

interest, rent, and profits.

Does the curriculum address grade-level appropriate topics 

for earning, income, and careers? Select yes if the following 

components are addressed.
FINANCIAL EDUCATION CURRICULUM CONTENT FOR ELEMENTARY SCHOOL 17 of 61

Content criterion 3 Does the curriculum address grade-level appropriate topics 

for spending? Select yes if the following components are addressed.

3.1 

People choose to buy 

some goods or services 

over others.

3.2 

Individuals who are active 

and aware consumers 

can make more informed 

choices.

People must make choices about and prioritize the 

goods and services they buy because they can’t have 

everything they want.

YES NO

Individual spending choices can be affected by a 

variety of factors, including family circumstances, 

price of goods and services, advertising, preferences, 

peer pressure, product quality, impact of purchase on 

self and others, etc.

YES NO

Individuals should know the numbers essential 

to count money.

YES NO

Individuals should understand and be able to use 

the different values of coins.

YES NO

Making good spending choices involves systematic

 decision-making and planning, including comparing 

the benefits and costs of spending, asking questions, 

and comparison shopping.

YES NO

A budget is a plan for using income productively, 

including spending, sharing, and saving.

YES NO

Score: Content criterion 2 Add up total number of components: ___ YES ___ NO

Score: Content criterion 3 Add up total number of components: ___ YES ___ NO

2.2 

People can change their 

income by acquiring 

more education, work 

experience, and skills.

Various jobs and careers provide different levels 

of income and require different kinds of skills.

YES NO
FINANCIAL EDUCATION CURRICULUM CONTENT FOR ELEMENTARY SCHOOL 18 of 61

Content criterion 4

Content criterion 5

Content criterion 6

Does the curriculum address grade-level appropriate topics 

for borrowing and credit? 

Select yes if the following components are addressed.

Does the curriculum address grade-level appropriate topics 

for managing potential financial risk, including insurance? 

Select yes if the following components are addressed.

Does the curriculum address grade-level appropriate topics 

for financial responsibility, money management, and financial 

decisions? Select yes if the following components are addressed.

4.1 

Borrowing allows people 

to purchase goods and 

services now that must be 

paid for in the future.

5.1 

People make choices to 

protect themselves from 

financial risks.

6.1 

Financial responsibility 

involves planning for 

the future.

Borrowing from others is often referred to as 

obtaining credit. Credit is the use of someone else’s 

money for a fee; interest is the fee one pays for 

borrowing money through credit.

YES NO

When people use credit, they receive something 

of value now and agree to repay the lender over time, 

or at some date in the future, with interest.

YES NO

Risk is the chance of loss or harm and

 is an unavoidable part of daily life.

YES NO

Individuals can choose to accept risk or protect 

themselves by avoiding risks or taking out insurance.

YES NO

Individuals could have various short- or long-term 

goals that could require them to save money.

YES NO

Score: Content criterion 4 Add up total number of components: ___ YES ___ NO

Score: Content criterion 5 Add up total number of components: ___ YES ___ NO

Score: Content criterion 6 Add up total number of components: ___ YES ___ NO
FINANCIAL EDUCATION CURRICULUM CONTENT FOR ELEMENTARY SCHOOL 19 of 61

Total number of components:

_____ YES _____ NO

Summary: Content for elementary school

Instructions: Use your answers from the content section of the Curriculum Review Tool to summarize the scores. 

Total number of components:

_____ YES _____ NO

Total number of components:

_____ YES _____ NO

 Exceeds

Both of the components were addressed

 Meets

1 component was addressed

 Does not meet

0 components were addressed

 Exceeds

All 4 components were addressed

 Meets

3 components were addressed

 Does not meet

Less than 3 components were addressed

 Exceeds

5 or more components were addressed

 Meets

4 components were addressed

 Does not meet

Less than 4 components were addressed

The curriculum addresses grade-level appropriate topics for saving and investing.

The curriculum addresses grade-level appropriate topics for earning, income, 

and careers.

The curriculum addresses grade-level appropriate topics for spending.

Criterion 1

Criterion 2

Criterion 3

Total number of components:

_____ YES _____ NO

 Exceeds

Both of the components were addressed

 Meets

1 component was addressed

 Does not meet

0 components were addressed

Criterion 4 The curriculum addresses grade-level appropriate topics for borrowing and credit.
FINANCIAL EDUCATION CURRICULUM CONTENT FOR ELEMENTARY SCHOOL 20 of 61

Total number of components:

_____ YES _____ NO

Total number of components:

_____ YES _____ NO

 Exceeds

Both of the components were addressed

 Meets

1 component was addressed

 Does not meet

0 components were addressed

 Exceeds

1 component was addressed

 Does not meet

0 components were addressed

Select how this curriculum meets all the content criteria:

 Strong content: All 6 criteria were met, and at least one was exceeded

 Moderate content: All 6 criteria were met

 Limited content: At least one of the criteria was not met

Overall score: Elementary school content

The curriculum addresses grade-level appropriate topics for managing potential 

financial risk, including insurance.

The curriculum addresses grade-level appropriate topics for financial 

responsibility, money management, and financial decisions?

Criterion 5

Criterion 6

You have reviewed the content dimension for elementary school. If you are reviewing curriculum 

for elementary school grades only, go to page 38 to continue the review. 
FINANCIAL EDUCATION CURRICULUM CONTENT FOR MIDDLE SCHOOL 21 of 61

Instructions:

Read through the scope and sequence of the curriculum, skim the lesson plans, 

and answer the following questions.

 Content

 for middle school

Curriculum content refers to the knowledge and skills covered by the 

curriculum. The content dimension is based on our analysis of existing 

national and select state financial education standards.
FINANCIAL EDUCATION CURRICULUM CONTENT FOR MIDDLE SCHOOL 22 of 61

Income can be acquired in a variety of ways, including 

through wages; salaries; commissions; interest, 

dividends, and capital appreciation on investments; 

money gifts; profits; and rental property.

1.1 Sources of income include YES NO

wages, salaries, and 

benefits, as well as interest, 

rent, and profits.

1.2 

People can change their 

income by acquiring 

more education, work 

experience, and skills.

Building human capital through various types 

of education and training can have differing 

opportunity costs.

YES NO

Changes in the labor market or economic conditions can 

causes changes in worker’s income or unemployment.

YES NO

Does the curriculum address grade-level appropriate topics 

for earning, income, and careers? 

Select yes if the following components are addressed.

Content criterion 1 

Score: Content criterion 1 Add up total number of components: ___ YES ___ NO

Different people save money for different reasons, 

including large purchases (such as higher education, 

autos, and homes), retirement, and unexpected events. 

YES NO

Peoples’ choices about how much to save and for 

what to save are based on their preferences.

YES NO

2.1 People save for the future, 

and might have different 

goals for saving and make 

different choices about 

how to save.

Does the curriculum address grade-level appropriate topics 

for saving and investing? 

Select yes if the following components are addressed.

Content criterion 2 

Reviewer name: Review date:

Curriculum name:

Grade focus: Publication date:
FINANCIAL EDUCATION CURRICULUM CONTENT FOR MIDDLE SCHOOL 23 of 61

Content criterion 3 Does the curriculum address grade-level appropriate topics 

for spending? Select yes if the following components are addressed.

2.2 

Time, interest rates, and 

inflation all affect the value 

of savings.

3.1 

People choose to buy 

some goods or services 

over others.

2.3 

Investments involve 

purchase of financial 

assets to increase wealth.

2.4 

Some investment 

strategies have 

greater or less risk and 

corresponding expected 

rate of return.

The value of savings is affected by interest and 

compounding over time.

YES NO

Interest can be calculated by multiplying the principal 

amount, the interest rate, and time of loan/investment.

YES NO

Individuals must make choices about and prioritize the 

goods and services they buy because they can’t have 

everything they want.

YES NO

Financial assets in which one might invest include 

stocks, bonds, mutual funds, real estate, and 

commodities.

YES NO

The rate of return on a financial investment consists of 

interest payments, dividends, and capital appreciation 

expressed as a percentage of the amount invested.

YES NO

Federal agencies guarantee depositors’ savings 

in most commercial banks, savings banks, savings 

associations, and credit unions.

YES NO

Increases or decreases in the rate of return from an 

investment vary according to the amount of risk. In 

general, a trade-off exists between the security of 

an investment and its expected rate of return.

YES NO

Score: Content criterion 2 Add up total number of components: ___ YES ___ NO

3.2 

Individuals who are active 

and aware consumers can 

make more informed choices.

A consumer should rely on sources beyond 

advertising claims to gather information about goods 

and services.

YES NO
FINANCIAL EDUCATION CURRICULUM CONTENT FOR MIDDLE SCHOOL 24 of 61

Score: Content criterion 3 Add up total number of components: ___ YES ___ NO

Content criterion 4

Does the curriculum address grade-level appropriate topics 

for borrowing and credit? 

Select yes if the following components are addressed.

4.1 

Credit allows people 

to purchase goods and 

services now that must be 

paid for in the future.

4.2 

Different credit options 

have different costs.

People can use credit to finance long-term purchases. 

The benefits of using credit in this way are spread out 

over a period of time, whereas the benefits of using 

credit to make daily purchases are short-lived and 

do not accumulate over time.

YES NO

People who apply for loans are told what the interest 

rate on the loan will be. An interest rate is the price 

of using someone else’s money, often expressed as 

an annual percentage rate.

YES NO

Interest rates for loans fluctuate based on changes 

in the market for loans as well as the risk of 

non-repayment.

YES NO

Consumers can choose from a variety of credit sources. YES NO

Borrowers who use credit cards and do not pay the full 

balance when it is due pay much higher costs for their 

purchases; they can avoid interest charges by paying 

the entire balance within the grace period specified 

by the financial institution.

YES NO

Consumers can use a variety of payment methods 

to make a purchase, and some payment methods 

are better than others.

YES NO

A budget helps one make good spending choices, 

and a good budget accounts for expenses, income, 

savings, and taxes.

YES NO

Individual spending goals and priorities can inform 

the creation of a budget.

YES NO
FINANCIAL EDUCATION CURRICULUM CONTENT FOR MIDDLE SCHOOL 25 of 61

Content criterion 5

Does the curriculum address grade-level appropriate topics 

for managing potential financial risk, including insurance? 

Select yes if the following components are addressed.

5.1 

People make choices to 

protect themselves from 

financial risks.

Risk management strategies include risk avoidance, 

risk control, risk transfer through insurance, and risk 

mitigation through savings.

YES NO

4.3 

Lenders and others can 

access your credit history 

to make decisions about 

lending or extending 

lines of credit, accepting 

applications for rental 

housing, and determining 

if you are a good candidate 

for a job.

Your credit score is a number based on information 

from your credit history and assesses your credit risk.

YES NO

Lenders make credit decisions based in part on 

consumer payment history. Credit bureaus record 

borrowers’ credit and payment histories and provide 

that information to lenders in credit reports.

YES NO

Score: Content criterion 4 Add up total number of components: ___ YES ___ NO

5.2 

Insurance allows people 

to pay a fee now in order 

to avoid the possibility of 

later risk.

5.3 

The cost of insurance is 

influenced by individual 

behavior and a range of 

other factors.

Individuals can choose to accept some risk, avoid 

or reduce risk, or transfer some risk by purchasing 

insurance. Each option has different costs and benefits.

YES NO

Insurance is a product that allows people to pay 

a fee (called a premium) now to transfer the costs 

of potential loss to a third party.

YES NO

Insurance premiums might vary based on the level 

of protection, insurer’s assessment of individual risk, 

deductible, and copayment.

YES NO

Score: Content criterion 5 Add up total number of components: ___ YES ___ NO
FINANCIAL EDUCATION CURRICULUM CONTENT FOR MIDDLE SCHOOL 26 of 61

Content criterion 6

Does the curriculum address grade-level appropriate topics for 

financial responsibility, money management, and financial decisions? 

Select yes if the following components are addressed.

6.1 

Financial responsibility 

involves planning for 

the future.

People perform basic financial tasks to manage money. YES NO

Financial choices that people make have benefits, 

costs, and future consequences.

YES NO

Score: Content criterion 6 Add up total number of components: ___ YES ___ NO
FINANCIAL EDUCATION CURRICULUM CONTENT FOR MIDDLE SCHOOL 27 of 61

Summary: Content for middle school

Instructions: Use your answers from the content section of the Curriculum Review Tool to summarize the scores. 

Total number of components:

_____ YES _____ NO

Total number of components:

_____ YES _____ NO

Total number of components:

_____ YES _____ NO

Total number of components:

_____ YES _____ NO

 Exceeds

All 3 of the components were addressed

 Meets

2 of the components were addressed

 Does not meet

Less than 2 components were addressed

 Exceeds

7 or more components were addressed

 Meets

5 or 6 components were addressed

 Does not meet

Less than 5 components were addressed

 Exceeds

All 5 components were addressed

 Meets

4 components were addressed

 Does not meet

Less than 4 components were addressed

The curriculum addresses grade-level appropriate topics for earning, income, 

and careers.

The curriculum addresses grade-level appropriate topics for saving and investing.

The curriculum addresses grade-level appropriate topics for spending.

The curriculum addresses grade-level appropriate topics for borrowing 

and credit.

Criterion 1

Criterion 2

Criterion 3

Criterion 4

 Exceeds

6 or more of the components were addressed

 Meets

5 of the components were addressed

 Does not meet

less than 5 components were addressed
FINANCIAL EDUCATION CURRICULUM CONTENT FOR MIDDLE SCHOOL 28 of 61

Overall score: Middle school content

 Exceeds

All 4 of the components were addressed

 Meets

3 of the components were addressed

 Does not meet

less than 3 components were addressed

 Exceeds

1 component was addressed

 Does not meet

0 components were addressed

Select how this curriculum meets all the content criteria:

 Strong content: All 6 criteria were met, and at least one was exceeded

 Moderate content: All 6 criteria were met

 Limited content: At least one of the criteria was not met

The curriculum addresses grade-level appropriate topics for managing potential 

financial risk, including insurance.

The curriculum addresses grade-level appropriate topics for financial 

responsibility, money management, and financial decisions?

Criterion 5

Criterion 6

Total number of components:

_____ YES _____ NO

Total number of components:

_____ YES _____ NO

You have reviewed the content dimension for middle school. If you are reviewing curriculum for middle 

school grades only, go to page 38 to continue the review. 
FINANCIAL EDUCATION CURRICULUM CONTENT FOR HIGH SCHOOL 29 of 61

Instructions 

Read through the scope and sequence of the curriculum, skim the lesson plans, 

and answer the following questions.

 Content

 for high school 

Curriculum content refers to the knowledge and skills covered by the 

curriculum. The content dimension is based on our analysis of existing 

national and select state financial education standards.
FINANCIAL EDUCATION CURRICULUM CONTENT FOR HIGH SCHOOL 30 of 61

Many workers receive benefits, including health and 

retirement benefits, in addition to their pay.

1.1 Sources of income include YES NO

wages, salaries, and 

benefits, as well as interest, 

rent, and profits.

1.2 

People can change their 

income by acquiring 

more education, work 

experience, and skills.

The wages paid for a given job depend on a worker’s 

skills and education, as well as the importance of the 

work to society and the supply of and demand for 

qualified workers.

YES NO

The income that an individual receives is determined 

in part by the informed decisions that individual makes 

regarding work, investments, and asset accumulation.

YES NO

Entrepreneurs, who work for themselves by starting 

a new business, hope to earn a profit, but accept the 

risk of a loss.

YES NO

Whether and where to go to college are important 

financial decisions and should be based on 

information about the future economic opportunities 

that a college education can bring, as well as on the 

tuition and fees for types of college choices.

YES NO

Taxes affect income. YES NO

Does the curriculum address grade-level appropriate topics 

for earning, income, and careers? Select yes if the following 

components are addressed.

Content criterion 1

Score: Content criterion 1 Add up total number of components: ___ YES ___ NO

Reviewer name: Review date:

Curriculum name:

Grade focus: Publication date:
FINANCIAL EDUCATION CURRICULUM CONTENT FOR HIGH SCHOOL 31 of 61

Different people save money for different reasons, 

including large purchases (such as higher education, 

autos, and homes), retirement, and unexpected events. 

YES NO

The decision about where to save money depends on 

various factors, including savings goal and interest rates.

YES NO

Employee benefit programs create incentives and 

disincentives to save and invest, including tax-exempt 

and tax-deferred accounts.

YES NO

Banks and credit unions are places where people can 

invest money and earn interest.

YES NO

People should check transactions on bank statements 

and note any irregularities.

YES NO

The calculation for the end value of an investment 

depends on investment amount, time, rate of return, 

and frequency of compounding.

YES NO

People can design how to invest their savings so it 

can grow over time.

YES NO

Government agencies, such as the U.S. Securities a

nd Exchange Commission, Federal Deposit Insurance 

Corporation, the Consumer Financial Protection 

Bureau, and state regulators, oversee the securities 

or banking industries and combat fraud.

YES NO

The risk of investments depends on various 

factors, including diversification of the investment, 

economic conditions, monetary and fiscal policies, 

and market prices.

YES NO

2.1 People save for the future 

and might have different 

goals for saving and make 

different choices about 

how to save.

2.2 Time, interest rates, and 

inflation all affect the value 

of savings.

2.3 Investments involve 

purchase of financial 

assets to increase wealth.

2.4 Some investment 

strategies have 

greater or less risk and 

corresponding expected 

rate of return.

Does the curriculum address grade-level appropriate topics for saving 

and investing? Select yes if the following components are addressed. Content criterion 2

Score: Content criterion 2 Add up total number of components: ___ YES ___ NO
FINANCIAL EDUCATION CURRICULUM CONTENT FOR HIGH SCHOOL 32 of 61

Content criterion 3 Does the curriculum address grade-level appropriate topics 

for spending? Select yes if the following components are addressed.

3.1 

People choose to buy 

some goods or services 

over others.

3.2 

Individuals who are active 

and aware consumers 

can make more informed 

choices.

People make choices about what goods and services 

to buy. Doing so requires individuals to prioritize 

their wants.

YES NO

The quality and usefulness of information about 

goods and services can vary greatly among sources; 

wise consumers compare information across a variety 

of sources before determining what they will buy.

YES NO

When people consume goods and services, their 

consumption can have positive and negative effects 

on the community (eg., consumption of cigarettes).

YES NO

Governments establish laws and institutions to 

provide consumers with information about goods and 

services being purchased and to protect consumers 

from fraud.

YES NO

Score: Content criterion 3 Add up total number of components: ___ YES ___ NO

Content criterion 4

Does the curriculum address grade-level appropriate topics 

for borrowing and credit? 

Select yes if the following components are addressed.

4.1 

Credit allows people 

to purchase goods and 

services now that must be 

paid for in the future.

Using credit to buy durable goods, such as cars, 

houses, and appliances, enables people to use goods 

while paying for them.

YES NO

4.2 

Different credit options 

have different costs.

The costs of credit from various sources can be 

compared by utilizing information about the 

annual percentage rate (APR), initial fees, late fees, 

nonpayment fees, and other relevant information.

YES NO
FINANCIAL EDUCATION CURRICULUM CONTENT FOR HIGH SCHOOL 33 of 61

4.3 

Lenders and others can 

access your credit history 

to make decisions about 

lending or extending 

lines of credit, accepting 

applications for rental 

housing, and determining 

if you are a good 

candidate for a job.

Consumers’ prior payment history can affect interest 

rates on future loans. Consumers can influence 

interest rates that are offered by providing collateral 

and down payments.

YES NO

Your credit score is a number based on information from 

your credit history and assesses your credit risk.

YES NO

Factors that could cause a lender to deny credit to 

someone include credit score, income, aspects of credit 

history, etc. These factors are influenced by a number of 

things including having high levels of debt, not paying 

bills on time, or limited credit history.

YES NO

One can have a positive impact on one’s credit score 

by using credit effectively, including engaging in good 

spending choices and credit repayment practices.

YES NO

Consumers with excessive debt have a number of 

options, including loan consolidation, renegotiation of 

repayment schedules, and even declaring bankruptcy 

as a last resort.

YES NO

Leasing, borrowing to buy, and rent-to-own options 

have different contract terms and costs.

YES NO

Laws in place to protect consumers who use credit 

include requirements to provide full disclosure of credit 

terms, such the APR and fees, as well as protection 

against discrimination and limits on abusive marketing or 

collection practices. 

YES NO

There are important considerations in taking 

financial aid for education, including underlying 

mechanics such as grants versus loans, amount of 

loans necessary to complete one’s education, loan 

forgiveness, and repayment schedules, and expected 

future income.

YES NO

Score: Content criterion 4 Add up total number of components: ___ YES ___ NO
FINANCIAL EDUCATION CURRICULUM CONTENT FOR HIGH SCHOOL 34 of 61

Content criterion 5

Does the curriculum address grade-level appropriate topics 

for managing potential financial risk, including insurance? 

Select yes if the following components are addressed.

5.1 

People make choices to 

protect themselves from 

financial risks.

Risk management strategies include risk avoidance, 

risk control, risk transfer through insurance, and risk 

mitigation through savings.

YES NO

Probability quantifies the likelihood that a specific 

event will occur, usually expressed as the ratio of 

the number of actual occurrences to the number 

of possible occurrences.

YES NO

Laws and regulations exist to protect consumers from 

abuses by a variety of sellers, lenders, and others, 

including those arising from privacy infringement 

and identity theft.

YES NO

5.2 

Insurance allows people 

to pay a fee now in order 

to avoid the possibility of 

later risk.

5.3 

The cost of insurance is 

influenced by individual 

behavior and a range of 

other factors.

Insurance is a product that allows people to pay a 

fee (called a premium) now to transfer the costs of 

potential loss to a third party; insurers do this by 

pooling premiums to create a fund for individuals 

who experience a large loss.

YES NO

Some types of insurance contracts can increase risk 

because having the insurance may result in the person 

taking more risks. Policy features such as deductibles 

and copayments are cost-sharing features that 

encourage the policyholder to take steps to reduce 

the potential size of loss (claim).

YES NO

Types of insurance include health, disability, property, 

life, and auto insurance. Each type of insurance 

includes differing rules and benefits.

YES NO

Insurance companies charge higher premiums to 

cover higher-risk individuals and events because the 

risk of monetary loss is greater. 

YES NO

Score: Content criterion 5 Add up total number of components: ___ YES ___ NO
FINANCIAL EDUCATION CURRICULUM CONTENT FOR HIGH SCHOOL 35 of 61

Content criterion 6

Does the curriculum address grade-level appropriate topics for 

financial responsibility, money management, and financial decisions? 

Select yes if the following components are addressed.

6.1 

Financial responsibility 

involves planning for 

the future.

6.2 

Financial advice is available 

from a variety of sources.

Financially responsible individuals accept the fact that 

they are accountable for their financial future, and their 

attitudes and values affect their financial decisions.

YES NO

To responsibly manage finances, a person should 

have a personal financial plan, which should include 

the following components: financial goals, a net worth 

statement, an income and expense record, an insurance 

plan, a saving and investing plan, and a budget.

YES NO

Financial advice is available from a variety of sources, 

such as professional financial advisors, books, and 

the internet.

YES NO

Score: Content criterion 6 Add up total number of components: ___ YES ___ NO
FINANCIAL EDUCATION CURRICULUM CONTENT FOR HIGH SCHOOL 36 of 61

Summary: Content for high school

Instructions: Use your answers from the content section of the Curriculum Review Tool to summarize the scores. 

Total number of components:

_____ YES _____ NO

Total number of components:

_____ YES _____ NO

Total number of components:

_____ YES _____ NO

Total number of components:

_____ YES _____ NO

 Exceeds

5 or more components were addressed

 Meets

4 components were addressed

 Does not meet

Less than 4 components were addressed

 Exceeds

8 or more components were addressed

 Meets

6 or 7 components were addressed

 Does not meet

Less than 6 components were addressed

 Exceeds

All 4 of the components were addressed

 Meets

3 of the components were addressed

 Does not meet

less than 3 components were addressed

The curriculum addresses grade-level appropriate topics for earning, income, 

and careers.

The curriculum addresses grade-level appropriate topics for saving and investing.

The curriculum addresses grade-level appropriate topics for spending.

The curriculum addresses grade-level appropriate topics for borrowing 

and credit.

Criterion 1

Criterion 2

Criterion 3

Criterion 4

 Exceeds

9 or more components were addressed

 Meets

7 or 8 components were addressed

 Does not meet

Less than 7 components were addressed
FINANCIAL EDUCATION CURRICULUM CONTENT FOR HIGH SCHOOL 37 of 61

Total number of components:

_____ YES _____ NO

Total number of components:

_____ YES _____ NO

The curriculum addresses grade-level appropriate topics for managing potential 

financial risk, including insurance.

The curriculum addresses grade-level appropriate topics for financial responsibility, 

money management, and financial decisions?

Criterion 5

Criterion 6

 Exceeds

6 or more of the components were addressed

 Meets

5 of the components were addressed

 Does not meet

less than 5 components were addressed

 Exceeds

3 of the components were addressed

 Meets

2 of the components were addressed

 Does not meet

less than 2 components were addressed

Overall score: Content for high school

Select how this curriculum meets all the content criteria:

 Strong content: All 6 criteria were met, and at least one was exceeded

 Moderate content: All 6 criteria were met

 Limited content: At least one of the criteria was not met
CURRICULUM UTILITY 38 of 61

Instructions 

Read through the lesson plans and supporting materials thoroughly. Using these 

materials as reference, reviewers can then complete the utility section of the 

Curriculum Review Tool.

Questions representing essential criteria are highlighted with dark green. Essential 

criteria are factors to consider because there is strong evidence that they have a positive 

impact on student learning. 

Questions representing beneficial criteria are highlighted with light green to reflect areas 

that hold promise but may be more relevant and useful for some reviewers. 

 Utility 

Utility is defined as the supports for using the curriculum, 

including pedagogical guidance designed to promote strong 

and effective instruction.
CURRICULUM UTILITY 39 of 61

Are there multiple activities for:

procedural learning: memorizing content or 

practicing processes accurately and quickly? 

(e.g., knowing how to calculate interest or define 

a student loan)

YES NO

conceptual learning: describing underlying ideas 

in written and spoken activities? 

(e.g., being an informed consumer)

YES NO

application: independently using knowledge

and skills in simulated or real situations, choosing 

a strategy to solve problems with persistence? 

(e.g., making a budget)

YES NO

1.1 Materials include a 

balanced focus on 

concepts, procedures, and 

application.

1.2 

Requires higher-order 

skills like analysis, 

synthesis, and evaluation.

Are students expected to: 

engage in discussion around financial constructs? YES NO

explain their reasoning for responses? YES NO

connect constructs from different lessons within 

and beyond the financial education curriculum?

YES NO

reflect on their financial knowledge? YES NO

Do the materials provide instructional suggestions 

designed to support the cognitive development of students’ 

financial capability?

Utility criterion 1 

1.3 Promotes development 

of executive functioning.

Are there activities: 

designed to help students conceptualize their 

financial future? (e.g., making financial plans for 

a meaningful future event, such as a birthday, and 

organizing their finances over time, such as making 

a savings calendar)

YES NO

requiring students to consciously organize their 

learning strategies? (e.g., figure out the best way 

to solve a financial problem)

YES NO
CURRICULUM UTILITY 40 of 61

Add up the total number of essential components: ___ YES ___ NO

Do the materials:

focus on age-appropriate content that relate to 

financial activities that the student might be doing 

immediately or in the near future? 

(e.g., introducing credit cards in high school and 

savings in elementary school)

YES NO

help teachers recognize when students are 

struggling and provide strategies to adapt lessons 

to those students’ needs? (e.g., alternative pacing 

recommendations and suggestions for addressing 

common student difficulties)

YES NO

1.4 Encourages students to 

use specialized financial 

vocabulary.

Score: Utility criterion 1

2.1 

Attends to a diversity 

of students’ needs.

Are important financial terms, needed for understanding 

and communicating about important financial topics, 

introduced, defined, and used in lessons?

YES NO

Utility criterion 2

Do materials support engagement among a diverse population 

of students by providing suggestions to differentiate instruction, 

exercises, and activities? Consider students’ race, ethnicity, 

gender, socioeconomic circumstances, special education needs, 

and English language proficiency.

provide strategies to adapt lessons to the needs of 

advanced students? 

(e.g., extension activities and worksheets)

YES NO

provide supports for students with reading or math 

skills below grade level?

YES NO

provide strategies to adapt lessons to the needs 

of students with cognitive or intellectual disabilities?

YES NO

provide direction for adapting lessons to the needs 

of students who are not fluent in English?

YES NO

delineate which resources are appropriate for specific 

subgroups of students? 

(e.g., different achievement levels)

YES NO
CURRICULUM UTILITY 41 of 61

Do the materials:

introduce financial constructs (e.g., banking) in a way that 

does not assume prior knowledge of those institutions?

YES NO

provide strategies for introducing new financial 

constructs in a way that is sensitive to differences

in students’ experiences?

YES NO

discuss various student situations that may 

affect the relevance of certain financial institutions 

or constructs? (e.g., access to job options may be 

more limited in some contexts than others)

YES NO

2.2 Addresses the needs 

of students with limited 

exposure to financial 

institutions.

provide a variety of instructional modes and guidance 

for teachers on how to facilitate activities?

(e.g., modeling; using a range of questions; checking 

for understanding; interactive, pair, and group tasks; 

role playing; hands-on activities)

YES NO

Are materials available to students in a variety 

of media types? (e.g., print, audio, online)

YES NO

Is the text appropriate for the student’s grade level? YES NO

2.3 

Includes application 

activities that connect 

financial concepts to 

relevant, real-life contexts 

for students.

Do the examples show a level of complexity 

that reflects real-world situations? 

(e.g., not reduced or oversimplified in an effort to make 

the text more readable to struggling students)

YES NO

Do the materials ask students to role play, 

analyze case studies, or otherwise deal with 

real-world problems?

YES NO

Is the content (including, but not limited to, examples) 

connected to experiences that are meaningful to 

students? (e.g., after-school jobs rather than day trading) 

YES NO

Do activities allow students to practice financial 

education skills as part of their everyday class 

experience? (e.g., paying for desk rental)

YES NO

Do the materials make connections to daily home life, 

careers, vocations, community events, and recreation?

YES NO

Do pictures appear current or recent? YES NO

N/A
CURRICULUM UTILITY 42 of 61

2.4 Integrates technology in 

ways that deepen student 

engagement.

2.5 Provides opportunities 

for hands-on, experiential 

learning.

Score: Utility criterion 2

If technology is used, does the use of technology 

add value? (e.g., online assessments that direct 

students to questions at the correct level)

YES NO

N/A

Do student activities and supporting materials 

provide opportunities for students to practice

their learning in real-world contexts?

YES NO

3.1 Connects objectives with 

lesson plans, activities, 

assessments, teacher 

notes, and resources and 

identifies target settings 

and users.

Do materials allow teachers to easily plan and deliver financial 

education instruction to students and integrate lessons into 

other subjects? 

Utility criterion 3 

Is there a clear guide to the organization of the 

materials and is it sufficient for quickly finding 

materials? (e.g., table of contents, content scope 

and sequence chart, menu, content map, index)

YES NO

Does each lesson include the following: 

§ objective 

§ description of required prior knowledge (if applicable)

§ list of necessary materials

§ lesson plans/teacher notes/recommendations 

for instruction

§ multiple student activities 

§ assessments and/or performance tasks

§ statement of time anticipated for the lesson

YES NO

Are additional resources identified? 

(e.g., bibliography, online resources)

YES NO

Are the materials comprehensive enough to carry 

out instruction?

(e.g., no additional materials or resources needed 

in order to teach toward learning objectives) 

YES NO

Add up the total number of essential components: ___ YES ___ NO

Add up the total number of beneficial components: ___ YES ___ NO
CURRICULUM UTILITY 43 of 61

3.2 Clearly specifies 

learning goals.

Do the materials provide instructional goals

for each lesson?

YES NO

Are the materials manageable? 

(e.g., not so dense that it is overwhelming to the 

teacher or difficult to find important materials)

YES NO

Are resources to use in the classroom included? 

(e.g., copy masters) 

YES NO

Are resources to connect with families about financial 

education included?

YES NO

3.3 

Logically sequences 

content, with content 

deepening over time. 

3.4 Aligns with existing 

standards integrating 

financial education lessons.

3.5 Helps teachers integrate 

financial education 

into other subjects as 

appropriate.

Score: Utility criterion 3

Do the materials:

provide a progression in which concepts or skills 

deepen, and students become more independent 

in developing their understanding over the course 

of the lesson/module?

YES NO

place new content in the context of earlier and 

subsequent content?

YES NO

specify prerequisite skills and knowledge needed 

for each new content area?

YES NO

N/A

Do the materials explicitly demonstrate how they 

are aligned to state standards?

YES NO

If the curriculum is designed to be taught as part of 

a course on another subject, do the materials provide 

guidance for teachers on how to integrate financial 

education into other subjects? 

YES NO

N/A

Add up the total number of essential components: ___ YES ___ NO

Add up the total number of beneficial components: ___ YES ___ NO
CURRICULUM UTILITY 44 of 61

Utility criterion 4 Do materials include a range of formative and summative 

assessments to support teaching and help teachers assess mastery?

4.1 

Includes formative 

assessments that measure 

students’ progress, 

produce data to inform 

instruction, and align to the 

summative assessments 

measuring students’ final 

performance.

Do the materials include:

assessment tools for measuring students’ progress 

toward objectives?

YES NO

assessment tools for measuring students’ attainment 

of content?

YES NO

tools to help teachers interpret the results 

of formative assessments and use these data 

in differentiating instruction?

YES NO

4.2 Assesses tools evaluate 

knowledge, higher-order 

and analytic skills, and 

application.

4.3 Provides clear performance 

descriptors and scoring 

rubrics to assist teachers in 

evaluating performance

4.4 Includes a variety of 

assessment tools.

Do the assessments test:

financial knowledge and skills? YES NO

applying skills and concepts, strategic thinking or 

metacognition (e.g., monitoring one’s own thinking), and 

extended thinking (e.g., cause and effect, hypotheses)?

YES NO

Do the materials include a variety of assessment tools, 

including guidance for oral questioning, examples of 

performance tasks, closed-ended tests, and rubrics 

for evaluating student work? 

YES NO

Are assessments based on information that can 

be directly observed?

YES NO

Do materials include examples to help teachers 

respond to student work? (e.g., examples of strong 

student work or examples of less-strong student work 

with model teacher comments)

YES NO
CURRICULUM UTILITY 45 of 61

4.5 Documents assessment 

methods are accessible, 

unbiased, and valid.

4.6 Includes activities that 

encourage students to 

summarize and synthesize 

their learning.

Are assessment tools:

free of bias? 

(e.g., age, race, ethnicity, gender, socioeconomic 

circumstances, or other characteristics)

YES NO

accessible to students with cognitive or intellectual 

disabilities, limited English proficiency, and limited 

reading ability?

YES NO

Do the materials document the validity and reliability

of the assessment tools?

YES NO

Do the materials provide activities at the end of 

lessons that encourage students to summarize 

or synthesize their learning?

YES NO

Score: Utility criterion 4 Add up the total number of essential components: ___ YES ___ NO

Add up the total number of beneficial components: ___ YES ___ NO
CURRICULUM UTILITY 46 of 61

Are curriculum materials instructional for teachers, in terms 

of helping them provide clear and accurate financial education 

instruction to students? 

Utility criterion 5 

5.1 Includes tools to help 

teachers grasp the content 

communicated within 

lessons.

5.2 Includes notes to guide 

instructional delivery 

and support for activities 

requiring higher-order 

thinking.

Do the materials:

include tools to help teachers deepen their content 

knowledge (e.g., glossaries, teacher notes, pointers 

to additional resources)

YES NO

specify recommended prior knowledge that teachers 

need to deliver lessons? 

YES NO

N/A

Do the materials:

differentiate “big ideas” from less critical content, and 

provide guidance on prioritizing content if necessary?

YES NO

provide guidance for teachers to identify, anticipate, 

and address challenges in the lessons? 

(e.g., notes on how to anticipate student responses, 

misunderstandings, problems applying ideas)

YES NO

provide examples of instructional strategies? YES NO

Score: Utility criterion 5

Add up the total number of essential components: ___ YES ___ NO

Add up the total number of beneficial components: ___ YES ___ NO
CURRICULUM UTILITY 47 of 61

Total number of essential

components: 

_____ YES _____ NO

Total number of beneficial

components: 

_____ YES _____ NO

Total number of essential

components: 

_____ YES _____ NO

Total number of beneficial

components: 

_____ YES _____ NO

Summary: Utility

Instructions: Use your answers from the utility section of the Curriculum Review Tool to summarize the scores.

Total number of essential

components:

_____ YES _____ NO

 Meets

All essential components scored “yes” 

 Does not meet

One or more essential components scored “no”

 Exceeds

All essential components scored “yes” 

At least one beneficial components scored “yes” 

 Meets

All essential components scored “yes” 

None of the beneficial components scored “yes” 

 Does not meet

One or more essential components scored “no”

 Exceeds

All essential components scored “yes” 

At least one beneficial components scored “yes” 

 Meets

All essential components scored “yes” 

None of the beneficial components scored “yes” 

 Does not meet

One or more essential components scored “no”

Materials provide instructional suggestions designed to support the cognitive 

development of students’ financial capability.

Materials support engagement among a diverse population of students by 

providing suggestions to differentiate instruction, exercises, and activities. 

Consider students’ race, ethnicity, gender, income, special education status, 

and English language proficiency.

Materials allow teachers to easily plan and deliver financial education instruction 

to students and integrate lessons into other subjects.

Criterion 1

Criterion 2

Criterion 3
CURRICULUM UTILITY 48 of 61

Total number of essential

components: 

_____ YES _____ NO

Total number of beneficial

components: 

_____ YES _____ NO

Total number of essential

components: 

_____ YES _____ NO

Total number of beneficial

components: 

_____ YES _____ NO

Overall score: Utility

1. How many Utility criteria were exceeded? __________

2. How many Utility criteria were met? ________________

3. How many Utility criteria were not met? ____________

 Exceeds

All essential components scored “yes” 

At least one beneficial components scored “yes” 

 Meets

All essential components scored “yes” 

None of the beneficial components scored “yes” 

 Does not meet

One or more essential components scored “no”

 Exceeds

All essential components scored “yes” 

At least one beneficial components scored “yes” 

 Meets

All essential components scored “yes” 

None of the beneficial components scored “yes” 

 Does not meet

One or more essential components scored “no”

4. Select how it meets all 5 utility criteria:

 Strong utility: All 5 criteria were met, and at least 

one was exceeded

 Moderate utility: All 5 criteria were met

 Limited utility: At least one of the criteria was

not met

Materials include a range of formative and summative assessments to support 

teaching and help teachers assess mastery.

Curriculum materials are instructional for teachers, in terms of helping them 

provide clear and accurate financial education instruction to students.

Criterion 4

Criterion 5
CURRICULUM QUALITY 49 of 61

 Quality

Curriculum quality refers to the accessibility, accuracy, objectivity, 

and visual appeal of the curriculum.

Instructions 

Read through the lesson plans and supporting materials thoroughly. Using these 

materials as reference, reviewers can then complete the quality section of the Curriculum 

Review Tool.

Questions representing essential criteria are highlighted with dark green. Essential 

criteria are factors to consider because there is strong evidence that they have a positive 

impact on student learning. 

Questions representing beneficial criteria are highlighted with light green to reflect areas 

that hold promise but may be more relevant and useful for some reviewers. 
CURRICULUM QUALITY 50 of 61

If there are paper-based materials: 

Are paper-based materials available at no cost or 

for a clearly stated price? 

Cost of materials per student: $_____________________

YES NO

If there are links: 

Do the links take the user to the appropriate, 

live website? 

YES NO

N/A

If there are web-based materials: 

Can web-based material be accessed without purchasing 

specialized software?

Specialized software:_______________________________

YES NO

N/A

1.1 Web-based materials can 

be accessed using typical 

school technology and 

software; links are viewable 

and work. Paper-based 

materials are available for 

a moderate and clearly 

stated price.

1.2 

Copyright limitations 

on use are minimal and 

clearly stated.

If there are limitations on use, are limitations 

clearly specified?

(e.g., materials are copyrighted or must be purchased)

YES NO

N/A

Are the materials free from limitations on use that 

might interfere with delivery in a classroom setting?

YES NO

Are curriculum materials physically accessible to teachers Quality criterion 1 and students in a typical school setting?

1.3 

Materials are available in 

alternate languages and 

include special needs 

formats (e.g., Braille)

Do the materials include any special needs formats? 

(e.g., Braille)

Special needs formats include:____________________

YES NO

Are the materials available in languages other 

than English?

Languages included: ____________________________

YES NO

1.4 

Written materials and 

physical products are 

durable and reusable or 

easy to replace

Are written materials and physical products durable 

and reusable or easy to replace?

(e.g., continued electronic access to materials at 

no additional cost)

YES NO

Score: Quality criterion 1 Add up the total number of essential components: ___ YES ___ NO

Add up the total number of beneficial components: ___ YES ___ NO
CURRICULUM QUALITY 51 of 61

Score: Quality criterion 2

Quality criterion 2 Are curriculum materials current and free of error?

2.1 

Materials are revised 

regularly and the date 

of publication or revision 

is clearly stated.

Have some or all of the materials been published 

or updated within the last three years?

YES NO

2.2 

Materials do not contain 

factual errors or internal 

inconsistencies.

2.3 

Materials do not 

contain errors.

Are the materials free of factual errors? YES NO

Are the materials internally consistent such that none 

of the material contradicts another part of the material?

YES NO

Are the materials free of spelling, punctuation, 

formatting, grammatical, and layout errors?

YES NO

Add up the total number of essential components: ___ YES ___ NO
CURRICULUM QUALITY 52 of 61

Quality criterion 3 Are curriculum materials objective?

3.1 

Materials differentiate 

between fact and 

interpretation, and discuss 

differing viewpoints.

Are interpretations or opinions clearly identified 

as such, rather than presented as facts?

YES NO

Do the materials often present differing viewpoints?

(e.g., preferences for modes of savings)

YES NO

3.2 

Materials show diversity. 

Text, illustrations, and 

activities are culturally 

sensitive.

3.3 

Materials do not promote 

branded products, and do 

explicitly identify funders 

and authors.

Do the materials reflect diversity in areas such as 

age, race/ethnicity, gender, and household income? 

YES NO

Is the content culturally sensitive?

(e.g., examples are culturally relevant, free from 

stereotypes and derogatory terms)

YES NO

Are the authors and funders of development 

and dissemination clearly disclosed? 

YES NO

Do the materials abstain from promoting particular

branded products or specific financial service providers?

(e.g., free of slogans, logos, and statements promoting 

specific branded products or providers)

YES NO

Are the authors’ credentials presented and do the 

credentials demonstrate financial education expertise?

YES NO

Score: Quality criterion 3 Add up the total number of essential components: ___ YES ___ NO

Add up the total number of beneficial components: ___ YES ___ NO
CURRICULUM QUALITY 53 of 61

Quality criterion 4 Is the visual appearance of the student materials conducive 

to learning?

4.1 

The design supports 

learning rather than 

distracts 

(e.g., visuals reinforce 

main points, consistent 

formatting throughout).

Are the visuals informative and related to the text? YES NO

Do the visuals focus on core concepts? 

(e.g., not prioritizing unimportant information because 

it is easier to display)

YES NO

Are visual displays clearly labeled and in close 

proximity to related text?

YES NO

Is the content organized logically and consistently? YES NO

4.2 

The formatting is clear and 

easy to read 

(e.g., serif font of sufficient 

size, appropriate spacing, 

limited use of capitals).

Is the text easy to read? 

(e.g., simple fonts, serif, large enough type, normal 

spacing, unjustified paragraphs, white spaces between 

columns, capitalization consistent with normal use)

YES NO

Are web-based materials organized in logical

and manageable sections?

YES NO

Is the web-based presentation readable?

(e.g., maximum of 60 characters per line, use 

of full screen)

YES NO

Are web-based materials easy to navigate?

(e.g., organized with a menu, easy to switch between 

lessons/sections, able to resume where last left off)

YES NO

Score: Quality criterion 4 Add up the total number of essential components: ___ YES ___ NO
CURRICULUM QUALITY 54 of 61

Total number of essential

components: 

_____ YES _____ NO

Total number of beneficial

components: 

_____ YES _____ NO

Total number of essential

components: 

_____ YES _____ NO

Total number of beneficial

components: 

_____ YES _____ NO

Summary: Quality

Instructions: Use your answers from the quality section of the Curriculum Review Tool to summarize the scores. 

Total number of essential

components:

_____ YES _____ NO

 Meets

All essential components scored “yes” 

 Does not meet

One or more essential components scored “no”

 Exceeds

All essential components scored “yes” 

At least one beneficial components scored “yes” 

 Meets

All essential components scored “yes” 

None of the beneficial components scored “yes” 

 Does not meet

One or more essential components scored “no”

 Exceeds

All essential components scored “yes” 

At least one beneficial components scored “yes” 

 Meets

All essential components scored “yes” 

None of the beneficial components scored “yes” 

 Does not meet

One or more essential components scored “no”

Curriculum materials are physically accessible to teachers and students in 

a typical school setting.

Criterion 1

Criterion 2 Curriculum materials are current and free of error.

Criterion 3 Curriculum materials are objective.
CURRICULUM QUALITY 55 of 61

Total number of essential

components:

_____ YES _____ NO

Overall score: Quality

1. How many quality criteria were exceeded? __________

2. How many quality criteria were met? ________________

3. How many quality criteria were not met? ____________

4. Select how it meets all 4 quality criteria:

 Strong quality: All 4 criteria were met, and 

at least one was exceeded

 Moderate quality: All 4 criteria were met

 Limited quality: At least one of the criteria 

was not met

 Meets

All essential components scored “yes” 

 Does not meet

One or more essential components scored “no”

Criterion 4 The visual appearance of the student materials is conducive to learning.
CURRICULUM EFFICACY 56 of 61

Instructions 

Before answering the following questions, familiarize yourself with the research studies 

on the impact of the curriculum. You may also skim the provider’s claims of effects 

(often on the provider’s website) to determine if any studies were missed earlier. In 

some cases, there may be few or no rigorous research studies to analyze. 

The sections to read especially closely are: 

§ Citation, which indicates whether the study was recent

§ Abstract, which indicates which curriculum was being reviewed, the study design, 

and the findings

§ Study design, which indicates whether the study format included a comparison 

group and the outcome measures; this information might also be in the sample and 

measures sections

§ Results, which provides the findings

Answer the first set of questions (Inclusion Criterion) for each study. These questions 

will help you determine if it’s a strong study. Answer the remaining questions for all 

of the strong studies. 

Questions representing essential criteria are highlighted with dark green. Essential 

criteria are factors to consider because there is strong evidence that they have a 

positive impact on student learning. 

Questions representing beneficial criteria are highlighted with light green to reflect 

areas that hold promise but may be more relevant and useful for some reviewers. 

 Efficacy

The efficacy of the curriculum refers to the impact of the curriculum 

on students, as measured in high-quality research studies. 
CURRICULUM EFFICACY 57 of 61

Does the study use a comparison group? 

(e.g., state averages, students not participating 

in the intervention)

YES NO

Does the study use an RCT design or a quasiexperimental design with a comparison group shown 

to be similar on observable characteristics?

YES NO

1.1 The study uses a rigorous 

design, such as a 

randomized controlled 

trial (RCT) or quasiexperimental design, 

with a comparison group.

1.2 

Study procedures and 

implementation are 

thoroughly described, 

including the practices or 

curricula the treatment and 

comparison groups receive.

Does the study adequately describe the 

intervention received by the treated students and 

(if applicable) the materials/practices delivered to 

the comparison students? 

YES NO

Is the study strong? 

These questions should be answered for each study. Inclusion criterion 

1.3 

Study is carried out well, 

with minimal overall and 

differential attrition, and 

there were no viable 

alternative explanations 

for the findings other 

than possible initial 

differences between 

groups. 

Is the study free of possible alternative explanations 

other than possible initial differences between groups?

YES NO

Are the levels of attrition low, as defined by the What 

Works Clearinghouse? 

(e.g., differential attrition below 11%)

YES NO
CURRICULUM EFFICACY 58 of 61

1.4 

The study outcome 

measures are valid and 

reliable, and outcome data 

are collected the same way 

across subjects. 

Is there at least one student-level outcome? YES NO

Is the student outcome measure clearly defined 

and a measure of the intended construct? 

YES NO

Are the student outcome measures collected in 

the same manner for all study participants?

YES NO

Does the study measure student financial knowledge, 

attitudes, or behavior?

YES NO

Does the study measure student financial behavior? YES NO

Does the study measure student outcomes 

immediately after the curriculum has been completed 

and at least three months later?

YES NO

Does the study collect student outcome data from 

a source other than (or in addition to) the students?

YES NO

Score: Efficacy 

inclusion criterion

1.5 

The data are analyzed 

using appropriate 

statistical techniques.

1.6 

Evidence of impact 

is recent enough to 

be relevant.

Is the analysis performed using appropriate 

statistical techniques? 

(e.g., correct test of significance correct level of analysis)

YES NO

Was the study performed in the last 10 years? YES NO

If all essential components scored “yes,” complete criteria 2 and 3.

If one or more beneficial components scored “no,” do not complete criteria 2 and 3.

Add up the total number of essential components: ___ YES ___ NO

Add up the total number of beneficial components: ___ YES ___ NO
CURRICULUM EFFICACY 59 of 61

Score: Scope of evidence

Scope of evidence Is the body of evidence strong? These questions should 

be answered for all studies that meet the inclusion criterion.

2.1 

There is sufficient research 

to judge efficacy.

Are there at least two evaluations of the curriculum? YES NO

Do the evaluations, collectively or individually, include 

at least 350 students or 14 classrooms?

YES NO

2.2 

The studies examine the 

range of participants and 

settings for which the 

curriculum was designed.

Do the evaluations, collectively or individually, 

span the range of participants (e.g., grade levels) 

and settings (e.g., in class instruction) for which the 

curriculum was designed?

YES NO

 Large body of evidence

The essential component scored “yes” 

At least one beneficial components scored “yes” 

 

 Moderate body of evidence

The essential component scored “yes” 

None of the beneficial components scored “yes” 

 

 Small body of evidence

The essential component scored “no”

Add up the total number of essential components: ___ YES ___ NO

Add up the total number of beneficial components: ___ YES ___ NO
CURRICULUM EFFICACY 60 of 61

Score: Efficacy criterion

Efficacy criterion

Does the body of evidence support conclusions of consistent, 

strong, positive impact? These questions should be answered 

for all studies that meet the inclusion criterion.

3.1 

Positive impacts are 

statistically significant and 

substantively important

Does at least one evaluation indicate positive effects 

significant at the 10% level?

YES NO

3.2 

The studies examine the 

range of participants and 

settings for which the 

curriculum was designed.

Do all evaluations indicate either a positive effect 

or no effect? 

(i.e., not a statistically significant negative effect) 

YES NO

Do at least two evaluations indicate statistically 

significant positive effects with no evaluation 

indicating statistically significant negative effects?

YES NO

 Strong evidence of efficacy

Large or moderate body of evidence 

Both essential efficacy components scored “yes” 

The beneficial efficacy component scored “yes” 

 Moderate evidence of efficacy

Large or moderate body of evidence 

Both essential components scored “yes” 

The beneficial component scored “no” 

 Mixed evidence of efficacy

Mixed body of evidence 

Essential efficacy component 3.1 scored “yes” 

Essential efficacy component 3.2 scored “no”

 Limited evidence of efficacy

Small body of evidence 

Both essential efficacy components scored “no”

 Not enough information

Add up the total number of essential components: ___ YES ___ NO

Add up the total number of beneficial components: ___ YES ___ NO
Assets: List the assets for curriculum content Gaps: List the gaps for curriculum content

SUMMARY FINDINGS 61 of 61

Content score (pages 20, 28, 37)

The overall score: Strong Moderate Limited

Summary findings

Utility score (page 48)

The overall score: Strong Moderate Limited

Quality score (page 55)

The overall score: Strong Moderate Limited

Efficacy score (page 60)

The overall score: Strong Moderate Mixed Limited Not enough information

Assets: List the assets for curriculum utility Gaps: List the gaps for curriculum utility

Assets: List the assets for curriculum quality Gaps: List the gaps for curriculum quality

Assets: List the assets for curriculum efficacy Gaps: List the gaps for curriculum efficacy

Summarize and describe what you found in your review. For each curriculum, transfer 

the overall score for each dimension in the Curriculum Review Tool, and summarize 

the assets and gaps for each dimension.

Reviewer name: Review date:

Curriculum name:

Grade focus: Publication date: