U.S. National Strategy for 

Financial Literacy 

2020

U.S. Financial Literacy and Education Commission

U.S. Financial Literacy and Education Commission

2020
Members of the Financial Literacy and Education Commission 

Department of the Treasury (Treasury), Chair 

Consumer Financial Protection Bureau (CFPB), Vice Chair 

Department of Agriculture (USDA) 

Department of Education (ED) 

Department of Defense (DoD) 

Department of Health and Human Services (HHS) 

Department of Housing and Urban Development (HUD) 

Department of the Interior (DOI) 

Department of Labor (DOL) 

Department of Veterans Affairs (VA) 

Board of Governors of the Federal Reserve System (FRB) 

Commodity Futures Trading Commission (CFTC) 

Federal Deposit Insurance Corporation (FDIC) 

Federal Emergency Management Agency (FEMA) 

Federal Trade Commission (FTC) 

General Services Administration (GSA) 

National Credit Union Administration (NCUA) 

Office of the Comptroller of the Currency (OCC) 

Office of Personnel Management (OPM) 

Securities and Exchange Commission (SEC) 

Small Business Administration (SBA) 

Social Security Administration (SSA) 

White House Domestic Policy Council (DPC)
U.S. National Strategy for 

Financial Literacy 

2020

U.S. Financial Literacy and Education Commission

2020
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Table of Contents

1. Introduction 2

Defining Financial Literacy and Education 2

Role of Financial Education to Help Americans Manage Financial Aspects of COVID-19 3

National Strategy for Financial Literacy Summary 4

2. Methods to Increase Financial Literacy and Education 7

Best Practices 7

Building Blocks for Youth Financial Capability 8

Future Steps to Improve Financial Education 8

3. Review of Federal Activities Designed to Promote Financial Literacy

and Education and Develop a Plan to Improve Coordination

and Eliminate Overlap and Duplication 10

Structure and Function of the FLEC 11

Priority Areas of Federal Activity 12

Performance and Outcome Measures 14

Accountability and Reporting 14

Allocation of Federal Resources 14

Outreach and Communications Agenda 15

Research and Learning Agenda 15

Other Considerations in Implementing the National Strategy 16

Participation by state and local governments, private, nonprofit, and

public institutions in the National Strategy 

Role of technology

4. Conclusion 17

Appendix 1. National Strategy Process and Consultations 18

Appendix 2. Best Practices for Delivery of Financial Literacy and Education 19
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1. Introduction

Financial education is key to unlocking the foundations of economic opportunity

and powering a strong and resilient economy. Americans must acquire financial 

skills and knowledge to fully participate in our dynamic economy.

Financial education is key to unlocking the foundations of economic opportunity and powering 

a strong and resilient economy. Americans must 

acquire financial skills and knowledge to fully participate in our dynamic economy. In a 2018 study, 

only one-third of adults could answer at least four 

of five financial literacy questions on fundamental concepts such as mortgages, interest rates, 

inflation and risk.1 Similarly, a 2018 assessment 

of 15-year-old students found that 16 percent 

were below a proficient level of financial literacy, 

22 percent demonstrated a basic level of financial literacy, while 12 percent successfully demonstrated the highest level of financial skills assessed.2

Additional performance gaps persist in financial 

literacy between minority populations and the U.S. 

population as a whole. 

For example, the same studies found that AfricanAmerican and Hispanic adults answered fewer 

financial literacy questions correctly than did 

White and Asian respondents.3 White and Asian 

1. Lin, Judy T, Christopher Bumcrot, Tippy Ulicny, et al., The State of U.S. Financial Capability: The 2018 National Financial Capability Study, FINRA

Investor Education Foundation, June 2019, available at: https://www.usfinancialcapability.org/downloads/NFCS_2018_Report_Natl_Findings.pdf.

2. Organisation for Economic Co-operation and Development (OECD), PISA 2018 Results (Volume IV): Are Students Smart about Money? 

Programme for International Student Assessment, OECD Publishing, 2020, available at: http://www.oecd.org/pisa/publications/pisa-2018-

results-volume-iv-48ebd1ba-en.htm.

3. Terms on race and ethnicity are those used in the cited reports. White and Asian adults answered on average 3.2 out of 6 questions correctly, 

compared to 2.6 and 2.3 for Hispanic and African-American adults respectively. Lin, Judy T, Christopher Bumcrot, Tippy Ulicny, et al., The 

State of U.S. Financial Capability: The 2018 National Financial Capability Study, FINRA Investor Education Foundation, June 2019, available at: 

https://www.usfinancialcapability.org/downloads/NFCS_2018_Report_Natl_Findings.pdf.

4. Terms on race and ethnicity are those used in the cited reports. Average scores were 554 for Asian students, 532 for White students, 475 for 

Hispanic students and 446 for Black students. The overall average was 506. U.S. Department of Education. Institute of Education Sciences, 

National Center for Education Statistics, Highlights of U.S. PISA 2018 Results Web Report (NCES 2020-166 and 2020-072), 2020, available at 

https://nces.ed.gov/surveys/pisa/pisa2018/index.asp.

5. U.S. Department of the Treasury, Federal Financial Literacy Reform: Coordinating and Improving Financial Literacy Efforts, July 2019, (hereafter, 

FFLR), available at: https://home.treasury.gov/system/files/136/FFLRCoordinatingImprovingFinancialLiteracyEfforts.pdf. 

6. Consumer Financial Protection Bureau, Financial well-being: The goal of financial education, January 2015, available at: https://files.

consumerfinance.gov/f/201501_cfpb_report_financial-well-being.pdf.

15-year-olds, on average, had substantially higher 

financial literacy scores than the overall U.S. average of students in this cohort while Hispanic and 

African-American/Black students had substantially lower than average scores.4

Defining Financial Literacy and Education

Financial literacy describes the skills, knowledge 

and tools that equip people to make individual 

financial decisions and actions to attain their goals; 

this may also be known as financial capability, 

especially when paired with access to financial 

products and services. 

Financial education is the process by which people 

gain information, skills, confidence and motivation 

to act, through various means, including classroom 

education, one-on-one counseling and coaching, 

technology-based interventions, and self–study5.

A key desired outcome for financial education is 

sustained financial well-being, in which people can 

fully meet current and ongoing financial obligations, 

can feel secure in their financial future, and are able to 

make choices that allow enjoyment of life.6
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To address these disparities in financial literacy, both the private and public sectors offer additional 

support for minority populations to develop knowledge, skills, and confidence to make more informed 

financial decisions. These offerings help people attain their goals and financial well-being in what is an 

increasingly complex environment that contains competing sources of information and influence. 

7. P.L. 116-136.

Role of Financial Education to Help Americans Manage Financial 

Aspects of COVID-19

Millions of Americans have been adversely impacted by the COVID-19 pandemic and face significant 

financial uncertainties as a result. On March 27, 2020, Congress passed, and President Trump signed into 

law, the Coronavirus Aid, Relief, and Economic Security (CARES) Act7 — the largest economic relief 

package for workers and businesses in American history. Financial Literacy and Education Commission 

(FLEC) member agencies are implementing programs authorized by the CARES Act and taking additional 

steps to help Americans through this difficult time. A clear and coordinated strategy for financial education 

supports and enhances the many critical federal efforts that are providing economic relief. FLEC agencies 

are empowering Americans to access and understand the variety of new financial resources available to them 

in order to determine the best actions to advance their financial well-being. The FLEC helps coordinate 

clear and targeted messaging to consumers and ensures that much-needed relief, resources, and benefits are 

made available in efficient ways to the people who need them most. When we emerge from this crisis, the 

coordination of efforts across agencies and between the public and private sectors will help Americans achieve 

greater financial recovery and resilience. 

The federal government helps Americans prepare for, respond to, and recover from unexpected events such as 

the COVID-19 national emergency. The FLEC – as the federal government’s primary coordinating body on 

financial literacy and education – is leading coordination among federal member agencies in providing information and guidance for consumers on timely financial topics. 

This National Strategy 2020 supports and enhances critical efforts during this national emergency and on the 

path to recovery. FLEC member agencies are working together to ensure clear information and guidance is 

available for all Americans, in collaboration with state, tribal, and local governments, the private sector, local 

service providers and community organizations. Information on financial topics that are critical in this uncertain time is especially valuable for the most financially fragile Americans, including:

• accessing Economic Impact Payments and Unemployment Insurance benefits; 

• covering the costs of basic needs such as food, health care, housing, and utilities, in the face of diminished 

income and/or new expenses; 

• managing finances in the event of job loss or change, and identifying new opportunities;

• understanding mortgage and housing assistance provisions;

• making sound choices about health insurance;
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• understanding the availability, applicability, and coverage of federal, state, and employer provided family 

and medical leave and other workplace protections;

• effectively managing debt during a hardship, including mortgages, credit cards, car loans, and student loans; 

• sustaining or successfully changing the operation of a small business, farm, or other enterprise; 

• starting or maintaining, if possible, insured bank or credit union accounts, such as savings accounts;

• planning for the future and weathering volatility in long-term savings and investments, 

such as retirement savings; 

• avoiding frauds and scams, and reporting them when they occur; and 

• effectively making charitable contributions. 

8. 20 U.S.C. § 9702.

9. 20 U.S.C. § 9702(b). 

10. 20 U.S.C. § 9702(b). 

11. Prior national strategies: FLEC, Taking Ownership of the Future: The National Strategy for Financial Literacy, 2006, available at: https://www.treasury.

gov/about/organizational-structure/offices/Domestic-Finance/Documents/Strategyeng.pdf and FLEC, Promoting Financial Success in the United 

States: National Strategy for Financial Literacy, 2011, available at: https://www.treasury.gov/resource-center/financial-education/Documents/

NationalStrategyBook_12310%20(2).pdf.

12. FFLR.

National Strategy for Financial Literacy Summary

The FLEC was created by statute in 2003 “to improve the financial literacy and education of persons in 

the United States.” 8 The FLEC is comprised of 23 federal government entities reflecting a wide array of 

functions, and is chaired by the Secretary of the Treasury with the Director of the Consumer Financial 

Protection Bureau serving as Vice-Chair. The FLEC was charged with creating, implementing, and regularly 

reviewing and updating a National Strategy to promote basic financial literacy and education among all 

American consumers.9 Consistent with this requirement, this U.S. National Strategy for Financial Literacy 

2020 (“National Strategy 2020” or “National Strategy”) promotes the financial literacy of Americans in two 

ways. First, it identifies methods to improve and increase the financial literacy and education of Americans.10 

Second, it articulates the federal government’s roles, priorities, and structures for promoting financial 

education. This National Strategy 2020 builds on previous National Strategy iterations,11 and draws on a 

review of federal financial education activities and opportunities for streamlining federal financial education 

activities completed by the U.S. Department of the Treasury in its 2019 report, Federal Financial Literacy 

Reform: Coordinating and Improving Financial Literacy Efforts.

12

The National Strategy 2020 seeks to improve financial literacy and education among Americans by 

providing evidence-based best practices to the financial education field (see Appendix 2). Use of these 

best practices can help improve the delivery of financial education on different topics, especially to 

diverse populations, including historically underserved groups. These best practices are adaptable and 

applicable to changing economic contexts and can inform both policy-making and the development of 

new financial education activities. To build youth financial capability, the National Strategy identifies the 

importance of building young people’s executive functions, financial habits, and financial knowledge and 
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decision-making skills. The National Strategy also identifies ways that financial educators can measure 

the impact of their work through assessing financial well-being or other measures of financial health. 

The National Strategy 2020 identifies the primary role for the federal government in the financial education 

field. Through policy development, research coordination, and focused program and resource development, 

the federal government will support, inform, and improve the broader financial education field in its work 

to equip Americans with the skills, knowledge, and tools to make decisions that enhance their financial 

well-being. Clarifying the federal government’s role in supporting financial education efforts is essential to 

ensuring a strong response and recovery in the face of economic setbacks. By improving financial literacy 

and education, the federal government can play an important role in facilitating a vibrant and efficient 

marketplace that empowers individuals to make informed financial choices. Financial education can also help 

mitigate the negative externalities from, and impacts on, a less financially literate population. For example, 

people with limited financial literacy can be among the most dramatically affected by economic downturns 

and may be more easily influenced by fraudulent messaging or scams that thwart their financial well-being. 

The federal government is not solely responsible for financial capability. State, tribal, and local governments, 

nonprofit organizations, and the private sector also have an important role in supporting the financial 

decision-making of the people they serve. These entities often respond to consumer needs more quickly and 

are able develop customized and targeted strategies to efficiently deliver financial education and support.

Many stakeholders have expressed the view that the federal government should play a leadership and 

guiding role in financial education. By embracing this role, the federal government can improve the quality 

and reach of financial education activities by promoting evidence-based best practices, creating specific 

resources where appropriate, and deploying policy solutions to support the country’s financial education 

infrastructure. A study found that for every dollar put towards financial education, about $25 is spent on 

financial marketing, 13 making it difficult for consumers to find objective information, which could be provided 

by federal agencies. Thus, the federal government can be a partner, a source of trusted information and tools, 

and a leader to the many financial education providers striving to improve financial literacy and capability.

With enhanced coordination, the FLEC can effectively mobilize expertise and resources to provide 

assistance when and where it is most needed. The National Strategy 2020 describes a new structure to 

better organize the FLEC. It also identifies planned actions in priority areas of basic financial capability, 

including access to financial services (such as savings and credit products), housing, retirement savings 

and investor education, postsecondary education, and the unique issues facing military communities. 

13. Consumer Financial Protection Bureau, Navigating the Market: A Comparison of spending on financial education and financial marketing. 2013, 

available at: https://files.consumerfinance.gov/f/201311_cfpb_navigating-the-market-final.pdf,
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By implementing this National Strategy, the FLEC will reduce fragmentation, duplication, and overlap by 

improving coordination, providing greater accountability for performance and outcomes, and recommending the use of resources consistent with need and impact. The National Strategy further emphasizes that the 

FLEC will take steps to coordinate with other participants in the financial education field. This coordination will enable the FLEC to better respond to needs as they arise, while also maintaining focus on important 

ongoing financial education priorities.

A clear strategy for financial education will support preparedness, resiliency, stability, and recovery in uncertain times. It can also enable more robust economic participation by all Americans in a strong and expanding 

economy, especially focusing on those outside the financial mainstream. The best practices identified in this 

National Strategy are intended to guide practitioners working in a wide variety of economic environments. 
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2. Methods to Increase Financial Literacy and Education 

The best practices outlined below provide methods to promote financial literacy and education among 

American consumers. Use of these best practices by educators, service providers, and others interested in 

financial education can increase the financial skills of current and future consumers and enhance their general 

understanding of financial services and products. These best practices enable financial education to be designed 

“not simply to improve knowledge, but rather to improve consumers’ financial choices and outcomes.” 14 The 

best practices are intended to guide financial education across a wide variety of contexts, including in different 

economic conditions by providing guidance on how to help people build skills, confidence, and competencies, 

so that they are better prepared to evaluate financial choices. The FLEC will be guided by these best practices 

as it implements strategies to address the COVID-19 outbreak and its aftermath, and to contribute to the 

successful rebound of the nation’s economy.

14. 20 U.S.C. § 9703(a)(2)( J). 

15. Consumer Financial Protection Bureau, Effective financial education: Five principles and how to use them, June 2017, available at: 

https://files.consumerfinance.gov/f/documents/201706_cfpb_five-principles-financial-well-being.pdf; FFLR, 54-58.

Best Practices 

Based on an extensive review of academic research, consultations with experts, and discussions with members 

of the FLEC, a number of themes regarding effective financial literacy and education have crystalized. The 

best practices are crosscutting, rather than subject-specific, and thus can be used to inform financial education 

policy and practice whether at home, in a community program, or when setting state or national policy15

(the full best practices are in Appendix 2).

• Know the Individuals and Families to be Served. Financial education, information, and delivery methods 

must be tailored to individual circumstances and needs. 

• Provide Actionable, Relevant, and Timely Information. Financial information that is delivered in an 

actionable, relevant, and timely manner results in a greater likelihood of retention and positive action. 

• Improve Key Financial Skills. Financial literacy and education can be more effective when it helps develop 

skills, rather than merely transmit knowledge of particular facts about financial products and services.

• Build on Motivation. Effective financial literacy and education programs capitalize on people’s motivations.

• Make It Easy to Make Good Decisions and Follow Through. The environment or context can make it easier for 

people to carry out the steps required for a better outcome. As an example, changing options presented and 

making it easier to obtain helpful information and advice can help people bridge the gap between intention 

and action. 

• Raise Standards for Financial Educators. Financial education providers should demonstrate mastery of 

financial content and effective delivery skills and methods.
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• Provide Ongoing Support. Financial education should provide ongoing support, such as one-on-one 

financial counseling. 

• Evaluate for Impact. Financial education providers should evaluate their programs for impact and develop 

a culture of continuous improvement by establishing methodologies, procedures, reporting, and metrics for 

measuring program effectiveness. 

16. Consumer Financial Protection Bureau, Building blocks to help youth achieve financial capability: A new model and recommendations, September 2016, 

available at: https://files.consumerfinance.gov/f/documents/092016_cfpb_BuildingBlocksReport_ModelAndRecommendations_web.pdf.

Building Blocks for Youth Financial Capability 

Building the financial decision-making knowledge and skills of young people helps them to make informed 

financial choices throughout their lives. A developmentally informed model can help shape appropriate 

financial education for young people in a variety of settings: familial, academic, and community-based. These 

financial capability “building blocks” focus on building, over time, young people’s executive functions (such as 

self-control and perseverance), financial habits and norms (such as the value of planning ahead), and financial 

knowledge and decision-making skills (such as finding and using trusted sources of information), starting in 

early childhood through adulthood.16

Future Steps to Improve Financial Education

Several actions would greatly improve the financial education field. These are actions that the FLEC, working 

with other stakeholders, will consider implementing in the years ahead. 

Raise standards for financial educators. Clearer guidelines or voluntary standards for financial educators could 

improve quality and make financial education a more rigorous evidence-based endeavor. Costs and challenges 

in developing such standards must be considered. However, the progress made in financial education practice 

and research over the last 15 years may provide a way to significantly improve the quality and delivery of 

financial education across the field. 

Promote availability and use of one-on-one financial education. Many in the financial education field recognize 

the value of one-on-one financial education and are seeking to expand its availability by leveraging existing 

channels and identifying lower-cost means, such as by providing on-line housing counseling and peer 

educators at higher education institutions. There is an opportunity to provide financial education resources 

and partner with the private sector to expand financial counseling offerings within existing federal channels 

that reach consumers, such as Small Business Development Centers and IRS Taxpayer Assistance Centers. 

Some FLEC member agencies are exploring increased collaboration with the private sector and state, tribal, 

and local governments to increase the availability and efficacy of one-on-one financial education, especially at 

critical decision points and for populations for whom the need is greatest. 
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Measure outcomes. It is necessary to improve the consistency of measurement, assessment, and accountability 

in financial education programs. The diversity of program goals, providers, and participants poses a challenge 

to consistently measuring impact. However, for the financial education field to improve, it must move 

toward rigor in assessment and respond to findings about what works and what does not. The FLEC will 

seek to collaborate with the private sector, financial education funders, and other stakeholders to establish 

methodologies, procedures, reporting and metrics for measuring program effectiveness. 

In developing consistent measures, financial education, providers and policy makers should consider how to use 

measures that may demonstrate an individual’s ability to balance multiple financial decisions. The Consumer 

Financial Protection Bureau’s (CFPB) financial well-being scale is a validated, subjective tool to measure a person’s “state of being wherein a person can fully meet current and ongoing financial obligations, can feel secure 

in their financial future and is able to make choices that allow them to enjoy life.”17

 

17. Consumer Financial Protection Bureau, Financial well-being: What it means and how to help, available at: https://files.consumerfinance.

gov/f/201501_ cfpb_digest_financial-well-being.pdf.
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3. Review of Federal Activities Designed to Promote Financial 

Literacy and Education and Develop a Plan to Improve 

Coordination and Eliminate Overlap and Duplication

18. Per 20 U.S. 9703(h).

19. FFLR.

This section of the National Strategy 2020 focuses on the role of the federal government in financial education. 

It is based on a review of federal financial education activities and provides a plan to improve coordination of 

such activities. This plan includes implementing a new structure for the FLEC to more effectively take action 

and use federal resources. The FLEC will use this National Strategy to guide its actions and will report on its 

success in implementing this plan in the years ahead.18

Review of Federal Activities

Treasury’s 2019 report Federal Financial Literacy Reform included an assessment and review of federal financial literacy and education activities. This review helped identify the primary role for the federal government 

in financial education—to support, inform and improve the broader financial education field in its work to 

equip Americans with the skills, knowledge, and tools to make informed financial decisions and improve their 

financial well-being. The FLEC agencies will do this through policy development, research coordination, and 

focused program and resource development. The report identifies priority areas of focus for federal activities, 

and proposes a plan to address overlap, fragmentation, and possible duplication through improved coordination 

and a structure for the FLEC.

19

This National Strategy documents the FLEC’s plan to leverage its member agencies, and other entities to

help address past limitations in financial education. The National Strategy relies on existing statutory authorities and responsibilities, including those granted to the FLEC, member agencies, and their representatives. 

Congress may consider addressing overlap in federal financial education activities identified in Treasury’s 

report. In addition, FLEC members may make recommendations for the allocation of financial education 

resources in future budget requests to Congress.
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Structure and Function of the FLEC

The FLEC is implementing a structure that will enable it to better coordinate activities to avoid 

fragmentation, overlap and duplication, measure performance and outcomes, and identify financial education 

resources consistent with Americans’ needs. This structure seeks to fulfill the FLEC’s purpose to coordinate 

these activities within its current authorities and resources.20 It is also intended to support deploying best 

practices and promoting accountability, while implementing activities appropriate for the federal government 

and consistent with its primary role. 

20. Financial Literacy and Education Improvement Act of 2003 and 124 Stat. 1376-2223 (2010), codified at 20 U.S.C. § 9702.

21. 20 U.S.C. § 9703(e).

The FLEC bylaws establish the following structure:

• An Executive Committee (EC) chaired by the Secretary of the Treasury (Chair of the FLEC), composed 

of the Director of the Consumer Financial Protection Bureau (CFPB, Vice Chair of the FLEC) and 

the heads of member agencies that have major responsibilities in each of the FLEC’s priority areas: 

Department of Defense (DoD), Department of Education (ED), Department of Housing and Urban 

Development (HUD), and Department of Labor (DOL). The EC consults with other FLEC members, 

provides advice and guidance, and coordinates activities among Working Groups. 

• Five Working Groups (WGs), each led by a member of the EC, other than the Chair, as follows: Basic 

Financial Capability (CFPB); Military (DoD); Postsecondary Education (ED); Housing Counseling 

(HUD); and Retirement Savings and Investor Education (DOL). These working groups closely coordinate 

activities among member agencies including policies, programs, tools, events, and information, and to 

identify areas for collaboration, coordination, and streamlining. 

• Coordination also includes outreach and communications, a research and learning agenda, and performance 

and outcome measures (as described further, below). 

• Use of resources, such as interagency agreements, shared service agreements, and detailing of federal 

employees, to promote interagency coordination, provide support for the FLEC or Working Groups, or to 

facilitate other financial literacy activities and programs related to the FLEC consistent with the FLEC 

statute, member agency legal authorities, and applicable law. 

• Throughout these tasks, the FLEC will promote partnerships among federal, state, tribal, and local 

governments, nonprofit organizations, and private enterprises.21
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Priority Areas of Federal Activity

Through the Working Groups the FLEC will coordinate programs, policies, outreach, and other activities 

in key areas of consumer financial decision-making. By focusing on these areas the FLEC will improve 

efficiency and outcomes by reducing overlapping activities and sharing expertise. The FLEC will review and 

develop plans to implement this National Strategy 2020 consistent with the priority areas, and as appropriate, 

develop dynamic responses to new needs and opportunities. The FLEC has identified an agency to lead the 

coordination of activities and promote accountability for outcomes in each of these areas. 

FLEC agencies are assessing the many complex and evolving financial needs related to the COVID-19 outbreak and beyond. The FLEC supports a “whole-of-government approach” in providing the right tools and 

resources for Americans to sustain and improve their financial well-being. The FLEC is focused on ensuring 

that Americans can access the economic relief they are entitled to, are supported in managing their necessary 

expenses and debts, understand their rights and protections, avoid frauds and scams, and prepare and save for 

the future. These activities will help consumers address short-term financial needs and help them on the path 

to sustained recovery and resilience.

As appropriate, the FLEC’s plans will seek to address disparities in financial literacy among minority populations and other groups that have been historically underserved by mainstream financial systems and promote 

broader financial inclusion in the economy. 

Basic financial capability (lead agency: CFPB).  Addresses basic money management and financial skills and 

actions, including strategies for budgeting and savings, managing payment of bills and debts, understanding the 

appropriate use of credit and how that affects credit scores, credit reports, and future financing, and avoiding 

fraud and scams. Additionally, financial inclusion, the widespread access to and sound use of, safe, affordable, 

and sustainable products and services, especially from insured depository institutions, including to traditionally underserved consumers and communities, such as women and minorities, is a topic considered within basic 

financial capability. A key and timely focus area for this working group is financial preparedness and recovery 

via emergency savings and other steps that support financial resilience and overall financial well-being. This 

working group also addresses basic youth financial capability, which can be built through experiential learning 

opportunities, such as using youth-friendly financial products and services. 

Saving for retirement and investor education (lead agency: DOL). Focuses on helping Americans plan, save, and 

invest for retirement and for long-term needs and avoiding frauds and scams that can imperil their savings and 

investments. This area also includes helping Americans, particularly women, who face a greater risk of poverty in old age, understand Social Security benefits, workplace retirement benefits, and savings and investing 

options, including managing in times of volatility. 
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Housing counseling (lead agency: HUD). For most Americans, housing-related financial decisions are 

among the most consequential and complex financial choices they will make. The FLEC will support consumers to help them make sound decisions on home buying, managing housing expenses, avoiding foreclosure, understanding their rights and obligations as renters, and other housing-related decisions through greater 

accessibility and use of quality housing counseling. The FLEC will consider how to better leverage the private 

sector in expanding the availability of housing counseling for homebuyers, homeowners, and renters.

Postsecondary education (lead agency: ED). In recent decades, more Americans have sought postsecondary education as a pathway to higher income and greater financial stability. The FLEC will focus on helping post-secondary students and their families avoid the pitfalls associated with financing higher education by helping 

them plan for and understand the costs and benefits of higher education, increasing transparency about the 

costs, and improving their understanding of options for paying for postsecondary education, including student 

loans. The FLEC will also promote implementation of the recommendations in its 2019 report Best Practices 

for Financial Literacy and Education at Institutions of Higher Education.22

Military (lead agency: DoD). The FLEC recognizes the unique financial situation of military servicemembers, veterans, and their families. Thus, substantial federal resources are dedicated to military financial education, given the critical stakes placed on financial readiness for the nation’s defense, the value of the financial 

security of military families and survivors, and of servicemembers returning to civilian life as veterans. In this 

way, the FLEC supports national security so that financial challenges do not distract servicemembers and the 

Department of Defense from focusing on their readiness missions. 

22. FLEC, Best Practices for Financial Literacy and Education at Institutions of Higher Education, 2019, available at: https://home.treasury.gov/system/

files/136/Best-Practices-for-Financial-Literacy-and-Education-at-Institutions-of-Higher-Education2019.pdf.
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Performance and Outcome Measures

23. FFLR, 15-16.

24. Consumer Financial Protection Bureau, Financial well-being: What it means and how to help, available at: https://files.consumerfinance.

gov/f/201501_ cfpb_digest_financial-well-being.pdf.

25. also called the SAFE Strategy or SAFE report

26. 20 U.S.C. § 9703(h).

27. FFLR.

By adopting common performance measures, as appropriate, the FLEC will be able to better assess the effectiveness of financial education activities and make data-driven improvements in the future. The FLEC is working to identify outcome measures, including short-term performance metrics and intermediate-term indicators, 

that demonstrate the impact of federal activities (directly or indirectly) on improvements to Americans’ financial status. As Treasury noted in its 2019 report, “performance and outcome data have not been used systematically to assess the effectiveness of federal activities,” and this is a significant shortcoming in federal 

programs.23 FLEC member agencies, led by the Executive Committee, will identify outcome measures and 

seek to align performance metrics.

Measures may be used that reflect an individual’s ability to balance multiple financial decisions at once, such as 

managing income and expenses, assets and liabilities, and taking steps to build and protect assets. For example, the FLEC will consider the best ways to use the CFPB’s financial well-being measure, which uses a combination of subjective and objective factors to assess a person’s “state of being wherein a person can fully meet 

current and ongoing financial obligations, can feel secure in their financial future and is able to make choices 

that allow them to enjoy life.”24 Additionally, the Department of Defense includes questions from the financial 

well-being scale in its annual Status of Forces Survey to understand financial well-being and confidence among 

military servicemembers. 

Accountability and Reporting

The FLEC will use its required annual report to Congress, the Strategy for Assuring Financial 

Empowerment,25 to report on “the success of the Commission in implementing the national strategy” and 

progress towards developing performance and outcome measures.26 The report will describe the FLEC’s actions 

to improve coordination, streamline activities, appropriately allocate federal resources, and other actions to 

implement this National Strategy 2020 and the impact of its COVID-19 response. 

Allocation of Federal Resources 

In its 2019 report, Federal Financial Literacy Reform, Treasury described federal financial education spending 

so that policy makers in the executive and legislative branches can consider the overall allocation as well as the 

specific uses of funds.27 Determining both a current and ideal allocation of funding is difficult because only 

some financial education activities are directly appropriated or allocated. A FLEC member’s financial education activities may be part of other agency activities, such as consumer outreach, or an eligible use of a larger 

grant program. Additionally, some member agencies are non-appropriated agencies and independent agencies. 
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In order to promote coordination and efficient use of resources, the FLEC will regularly review information 

on the allocation of resources within financial education priority areas. In order to promote efficient use of 

resources, FLEC members agreed, in the bylaws, to collaborate to develop recommendations for the allocation 

of resources for financial literacy and education among such agencies in the President’s budget request.

Outreach and Communications Agenda

Working Groups will develop plans to collaborate on events, messages, social media, and campaigns to share 

financial education resources with the public directly, such as through the FLEC’s mymoney.gov website and 

key intermediaries. Working Groups will identify relevant and consumer-friendly resources from their member 

agencies on their respective priority areas for deployment.

28. Public Law 115-435.

29. This document summarizes research as of 2016: FLEC, Promoting Financial Success in the United States: National Strategy for Financial Literacy 2016 

Update, 2016, available at: https://www.treasury.gov/resource-center/financial-education/Documents/National%20Strategy%20for%20Financial%20

Literacy%202016%20Update.pdf.

30. FFLR, 52-53.

Research and Learning Agenda

The FLEC will develop and promote a shared research and learning agenda that identifies priorities and goals 

for aligning federally supported research on financial literacy and education. The research and learning agenda 

will be developed through the Working Groups in consultation with non-federal researchers and funders. 

This agenda will be developed consistent with the 2019 Foundations for Evidence-Based Policymaking Act 

(the Evidence Act).28

Since the FLEC’s first National Strategy was issued in 2006, substantial research conducted and supported by 

federal agencies and other entities has greatly increased the understanding of Americans’ financial knowledge, 

areas of improvement, and approaches to financial education.29 Even with this progress, many stakeholders 

have recommended that the FLEC develop a strategy to share planned and completed research in order to 

enhance efforts and avoid possible duplication. In addition, the FLEC can better promote use of existing 

research to inform both policy and practice. 

Furthermore, improved coordination could enhance use of data collected by federal agencies to understand 

consumer financial behaviors (and thus make more informed policy and program decisions to address those 

behaviors) and develop education resources that better meet people’s needs. Research is valuable to inform 

federal policies, improve programs, and assist other stakeholders in the financial education ecosystem to 

deliver education more effectively. This enhanced coordination would also help non-governmental researchers 

and research funders assess gaps in the financial education field, and thus more efficiently use their own 

resources for research.30
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Other Considerations in Implementing the National Strategy

Participation by state and local governments, private, nonprofit, and public institutions in the National Strategy.As 

noted in the Treasury’s 2019 report, “it is essential to leverage private-sector resources and coordinate federal 

activities with resources at the community level.” 31 Treasury consulted with state and local government 

organizations and private and nonprofit institutions in developing the recommendations that inform this 

National Strategy (see Appendix 1). In implementing this National Strategy, the FLEC plans to coordinate 

and consult with intermediaries and groups critical to financial education such as: state, tribal, and local 

governments; nonprofit organizations; financial institutions and financial services industry; Federal Reserve 

Banks, Government Sponsored Enterprises (GSEs); and state and local education agencies and educational 

institutions. This coordination and consultation will build upon existing relationships between FLEC 

member agencies and key external entities and will focus on coordinating activities that share the common 

goal of improved financial decision-making and financial outcomes.

Role of technology. FLEC agencies and the financial education field must consider the quickly evolving 

technology landscape as they develop strategies to improve financial decision-making. Currently, FLEC 

agencies deploy some technology-based approaches, such as Federal Trade Commission’s email and 

social media campaigns on frauds and scams, ED’s interactive online resources that enable consumers to 

explore options for college and loan repayment and online counseling tools for student loan borrowers.32 

Additionally, CFPB has created an online training program, Misadventures in Money Management that uses 

an interactive game-like virtual environment to build financial knowledge.33

In implementing this National Strategy, the FLEC will seek to ensure its approaches are responsive to 

consumer demand for technology-based tools, while acknowledging the challenges that emerging 

technology can have on privacy and consumer access. Thus, FLEC members will be mindful of new 

approaches while honoring traditional methods of improving financial decision-making such as in-person 

counseling and guidance. 

31. FFLR, 13-14, citing Cackley, Alicia Puente, Financial Literacy: Overview of Federal Activities, Programs, and Challenges, Testimony Before the 

Subcommittee on Financial Institutions and Consumer Credit, House Committee on Financial Services, U.S. Government Accountability 

Office, April, 2014, GAO-14-556T,

32. See https://studentaid.gov/resources/prepare-for-college/students/career-search, https://nces.ed.gov/collegenavigator/, and https://studentaid.

gov/app/counselingInstructions.action?counselingType=entrance.

33. See https://www.consumerfinance.gov/practitioner-resources/servicemembers/mimm/.
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4. Conclusion

Financial education has become widely recognized as an important tool for building and maintaining 

financially independent individuals, families, and communities. This broad agreement means that many 

different stakeholders – governments, private, and nonprofit organizations – have undertaken actions to 

educate Americans on financial concepts and products to improve their ability to make sound financial 

decisions and support improved financial well-being. 

Expanded financial education has not always been accompanied by rigor, quality, and cost-effectiveness. Given 

the sizable investment by the federal government, the private sector, and others, the financial education field 

is in an optimal position to pursue necessary improvements on these issues. If the field focuses on assessing 

outcomes, measuring performance, and deploying evidence-based best practices, it can more positively 

influence the financial outcomes and decision-making of millions of Americans. 

The federal government, through the coordination efforts of the FLEC, will support and encourage this 

drive by directing its efforts where it can be most effective. These actions will improve and expand financial 

education by promoting best practices, sharing evidence, creating expert, unbiased resources where needed, 

and deploying policy solutions to support the country’s financial education infrastructure. By serving as a 

thought leader and partner, the federal government can help improve Americans’ financial knowledge, skills, 

and decision-making, and encourage Americans to use these abilities in pursuit of a brighter financial future. 

Through this leadership, the federal government can work with those across the nation who are similarly 

committed to improving the quality and reach of financial education and promoting prosperity and better 

economic outcomes for all Americans. 
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Appendix 1: National Strategy Process and Consultations

34. FFLR, 62-65

This National Strategy 2020 builds on the research and consultations conducted by the Treasury in developing 

its 2019 Federal Financial Literacy Reform report. That process included review of the financial education and 

related literature, discussion and data collection from members of the FLEC, and consultation with more than 

140 outside entities, including state and local governments, academic and research institutions, trade and professional organizations, and both nonprofit and for-profit financial educators and financial service providers, 

among others. A list of those consultations is found in Exhibit A of the 2019 report.34
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i. This Appendix is excerpted from FFLR.

Appendix 2: Best Practices for Delivery of Financial Literacy and 

Educationi

Introduction

Based on extensive review of the research, consultations with experts, and discussions with members of the

FLEC,Treasury has noted a number of themes regarding effective financial literacy and education. These

themes point to best practices for incorporating financial education into diverse situations, with various

populations, covering a number of key topics.They are cross-cutting, rather than subject specific, and thus can

be used to inform financial education policy and practice whether at home, in a community program, or when

setting national policy.

Treasury has identified the following eight best practices for effective financial literacy and education programs.

The first five best practices are consistent with the principles identified by CFPB in its study entitled the “Five

Principles of Effective Financial Education.” The additional three best practices have been added based on

Treasury’s outreach to stakeholders

Know the Individuals and Families to be Served

Financial education, information and delivery methods must be tailored to the circumstances and needs of the

user.“Knowing the population” happens at two levels: understanding the demographic context of the individual,

and assessing the individual’s own needs, barriers, skills and motivation.

Several studies are already produced by government agencies to help understand different populations. Some

examples include the FDIC’s National Survey of Unbanked and Underbanked Households and the Federal

Reserve Board’s Survey of Household Economics and Decision making and Survey of Consumer Finances.

Other organizations provide more specialized understanding of distinct populations, such as the DoD’s Status

of Forces Surveys of Active Duty Members.

The effective educator must also understand the individual and his or her unique situation and mindset.

Attitude and needs assessments can help the educator and consumer identify gaps and motivations in order to

customize the financial education approach. For example, CFPB developed a Financial Well-being Scale which

helps assess a person’s perceptions about their financial well-being.

Provide Actionable, Relevant, and Timely Information 

Although the academic community has an ongoing debate on the effectiveness of financial education alone,

there is agreement that when financial information is delivered in an actionable, relevant and timely manner,
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people are more likely to retain the information and act on it. For example, a body of evidence indicates that 

financial education alone has had a small impact on financial behaviors, in part because financial knowledge 

decays within two years of the lesson. On the other hand, some academics point to the need for behaviorally 

based strategies such as nudges or designed choice architecture, and information provided in close time 

proximity to when consumers are making financial decisions, known as “just in time financial education.” 

This type of relevant, timely and actionable information should include concrete steps for the consumer and 

be directly applicable to a financial decision about to be made. For example, pre-purchase housing counseling 

takes advantage of what is important to the person seeking information and is typically delivered close to the 

purchase of a home. In another example, the benefit estimates in the Social Security Statement provided to 

individuals near to retirement age have been found to help people make more informed decisions about when 

to claim Social Security benefits, thus impacting their income in retirement. 

Improve Key Financial Skills

Financial literacy and education can be more effective when it helps develop skills in knowing how to achieve 

their specific goals, rather than transmitting knowledge of particular facts about financial products and 

services. Effective financial literacy approaches are structured to: 1) help consumers know when and how 

to locate information for making financial decisions; 2) help consumers understand how to interpret 

information for decision-making; and 3) help consumers have skills and confidence to take action and 

implement their decisions.

Build on Motivation

Effective financial literacy and education programs capitalize on people’s motivations. People driven by 

intrinsic values, desires, interests or aspirations are more likely to stay focused (because they want to learn) than 

those forced into learning through extrinsic pressures (because they have to learn). This best practice highlights 

the importance of financial educators who use empathy and identify learners’ specific goals, understand the 

learners’ financial conditions and help learners achieve their own goals. For example, people who are strongly 

motivated by values of a particular faith may find programs that build on those values, such as those developed 

by a faith-based organization, to be particularly helpful. Similarly, one-on-one coaching and peer support have 

also proven effective at turning motivation into action.

Make It Easy to Make Good Decisions and Follow Through

This best practice acknowledges that it can be hard for people to stick with their goals, but the environment 

or context can make it easier for people to carry out their intentions. Even small adjustments to a process, 

such as nudges and defaults, can help make it easier for people to make sound choices. Changing the options 

presented, removing hassles and barriers, and adding supports can help people bridge the gap between their 

intentions and what they actually do. This best practice also highlights that programs can be designed to make 

it easier for people to get financial education, for example, by integrating financial education into programs 

and places where people already are, like their job or a higher education institution. For example, institutions 

of higher education are uniquely positioned to influence how education-related financial choices are presented, 
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ii. Consumers should be careful to identify coaches or counselors that provide a legitimate, fairly-priced service.The Federal Trade Commission

provides guidance at: https://www.consumer.ftc.gov/articles/0153-choosing-credit-counselor. 

made and executed, such as through financial aid offers, and can provide financial education through various

venues and times to engage students during their education.

Develop Standards for Professional Educators

According to the National Endowment for Financial Education (NEFE): “The educator needs to be confident,

competent, and knowledgeable about the topic of personal finance in order to create a learning environment

that is ideal for student-learning. Fundamentally, educators should demonstrate high levels of understanding—

both with the content and the pedagogy—of the topics that espouse the tenets of financial capability.”

However, there are few standards or designations to denote the quality or qualifications of financial educators.

This lack of standards may result in uneven quality of delivery, and makes it difficult for consumers, funders

and policy-makers to select appropriate providers.

Many stakeholders point to the need for clearer guidelines and possibly standards to make financial education

a more serious, evidence-based endeavor.The GAO’s 2011 report assessing the feasibility of a federal financial

literacy certification process determined that a federal certification process was feasible, but a number of

challenges need to be considered.These include the cost and staffing of certification, lack of consensus on

definitions and standards and uncertainty that certification would improve quality and be valued by consumers.

The GAO noted ways to improve quality without full certification, including voluntary certification and

specific guidelines provided to federally-funded financial education programs. Financial education standards

would provide a baseline for developing curriculum, include core competencies for both consumers and

educators, and provide a common platform for evaluation and measurement.

Provide Ongoing Support

Financial education is most effective when it is not a one-time strategy, but rather enables continuing

opportunities for people to build their knowledge and confidence, set goals, and receive feedback as action

is taken. For example, there is a growing body of research pointing to the positive potential of one-on-one

financial coaching and counseling as a method for teaching financial literacy and education and assisting 

clients with taking action to strengthen their financial health and well-being.ii Trained professionals 

collaborate with and guide clients in reaching the client’s financial goals, which may involve overcoming 

setbacks (like too much debt) and creating action plans (saving for a child’s education or starting a business).

Evaluate for Impact

National Endowment for Financial Education and other national stakeholders have stressed the importance

of supporting research to identify and promote effective practices in financial literacy and education. The array

of financial education providers (many of which are small in scale), the relative youth of the field, and the
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diversity of goals in financial education pro¬grams create a lack of consistency that makes data collection and 

evaluation challenging. Researchers do not have a shared set of standards for reporting on financial education 

and measuring changes in financial literacy that clearly identify changes in knowledge or behavior. Despite the 

call for national goals, the federal government has not established a methodology for achieving common goals. 

In addition, the federal government has not established a strategy for evaluating the effectiveness of individual 

programs and initiatives nor developed a way to measure national progress towards improving financial literacy. 

While there may be challenges to assessing federal activities, performance metrics, gauging progress towards 

goals and promoting a culture of data collection, evaluation and continuous improvement should be a key focus 

for the FLEC moving forward.

Diploma

&

U.S. Financial Literacy and Education Commission

2020

www.mymoney.gov