•HRES 392 IH 
eracy’’, only 12 percent of girls feel very confident about 
making financial decisions; 
Whereas the move away from traditional pensions and toward 
defined contribution plans requires more financial edu-
cation, so workers need to be equipped with the financial 
aptitude to not only save and accumulate assets, but also 
to turn those assets into lifetime income; 
Whereas the Council for Economic Education found that only 
22 States require high schools to offer some type of per-
sonal finance course and only 17 States require that 
course for high school graduation; 
Whereas a longitudinal research study by the University of 
Arizona found that high school and college students who 
have been exposed to ongoing financial education show an 
increase in financial knowledge; 
Whereas the Bureau of Consumer Financial Protection was 
created to educate consumers and help consumers make 
better-informed financial decisions by helping make the 
financial markets safer for consumers, increasing trans-
parency to enable individuals to compare products and 
make informed decisions, and promoting policies that 
help consumers improve their financial knowledge and ca-
pability; 
Whereas the Bureau issued a report in 2016 that included 
a number of recommendations to improve financial lit-
eracy for students; 
Whereas section 342 of the Dodd-Frank Wall Street Reform 
and Consumer Protection Act (12 U.S.C. 5452) directs 
the Federal financial regulatory agencies to partner with 
high schools in targeted areas to help promote financial 
literacy and to create ‘‘industry internships, summer em-
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•HRES 392 IH 
ployment, and full-time positions’’ for talented minorities 
and women; 
Whereas the 2015 National Financial Capability Study, de-
veloped in consultation with the Department of the 
Treasury and President Obama’s Advisory Council on Fi-
nancial Capability, updates key measures from the 2009 
National Financial Capability Study of American adults 
and deepens the exploration of topics that are highly rel-
evant today, including student loans and medical debt; 
Whereas the Money as You Learn initiative, a coalition of 
non-profit and for profit organizations, teachers, and aca-
demics, provides concrete tools for educators to show how 
personal finance can provide appropriate context and con-
tent for mathematics and English language arts teaching; 
Whereas the Federal Reserve System offers publications in 
English and Spanish that provide consumers tips on a 
broad range of topics, from avoiding mortgage foreclosure 
scams to managing a checking account; and 
Whereas a study conducted by Daniel Fernandes, John G. 
Lynch, Jr., and Richard Netemeyer entitled ‘‘Financial 
Literacy, Financial Education and Downstream Financial 
Behaviors’’ found that it ‘‘is best to provide assistance 
just before a decision is made in what is known as ‘just- 
in-time education’ ’’: Now, therefore, be it 
Resolved, That the House of Representatives— 
(1) emphasizes the importance of raising aware-
ness of individual financial capability by providing 
relevant information, financial workshops, and other 
decision-making tools to consumers of all ages; 
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•HRES 392 IH 
(2) reaffirms the purposes of section 342 of the 
Dodd-Frank Act (12 U.S.C. 5452), which directs 
Federal financial agencies to partner with organiza-
tions that are focused on developing opportunities 
for minorities and women to place talented young 
minorities and women in industry internships, sum-
mer employment, and full-time positions; 
(3) supports the efforts of the Bureau of Con-
sumer Finance Protection to provide consumers with 
relevant information and decision-making tools re-
garding important financial decisions; and 
(4) urges the Department of the Treasury to 
consult with the Financial Industry Regulatory Au-
thority and implement future national financial ca-
pability studies. 
Æ 
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