Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 130 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR CAREER AND TECHNICAL EDUCATION › Subchapter F - FINANCE › Section 130.188 - Accounting II (One Credit), Adopted 2015

Current through Reg. 49, No. 28; July 12, 2024
(a) General requirements. This course is
				  recommended for students in Grades 11 and 12. Prerequisite: Accounting I. This
				  course satisfies a high school mathematics graduation requirement. Students
				  shall be awarded one credit for successful completion of this course.
(b) Introduction.
(1) Career and technical education
				  instruction provides content aligned with challenging academic standards and
				  relevant technical knowledge and skills for students to further their education
				  and succeed in current or emerging professions.
(2) The Finance Career Cluster focuses on
				  planning, services for financial and investment planning, banking, insurance,
				  and business financial management.
(3) Accounting encompasses careers that
				  record, classify, summarize, analyze, and communicate a business's financial
				  information/business transactions for use in management decision making.
				  Accounting includes such activities as bookkeeping, systems design, analysis,
				  and interpretation of accounting information.
(4) In Accounting II, students will continue
				  the investigation of the field of accounting, including how it is impacted by
				  industry standards as well as economic, financial, technological,
				  international, social, legal, and ethical factors. Students will reflect on
				  this knowledge as they engage in various managerial, financial, and operational
				  accounting activities. Students will formulate, interpret, and communicate
				  financial information for use in management decision making. Students will use
				  equations, graphical representations, accounting tools, spreadsheet software,
				  and accounting systems in real-world situations to maintain, monitor, control,
				  and plan the use of financial resources.
(5) The mathematical process standards
				  describe ways in which students are expected to engage in the content. The
				  placement of the process standards at the beginning of the knowledge and skills
				  listed for each grade and course is intentional. The process standards weave
				  the other knowledge and skills together so that students may be successful
				  problem solvers and use mathematics efficiently and effectively in daily life.
				  The process standards are integrated at every grade level and course. When
				  possible, students will apply mathematics to problems arising in everyday life,
				  society, and the workplace. Students will use a problem-solving model that
				  incorporates analyzing given information, formulating a plan or strategy,
				  determining a solution, justifying the solution, and evaluating the
				  problem-solving process and the reasonableness of the solution. Students will
				  select appropriate tools such as real objects, manipulatives, paper and pencil,
				  and technology and techniques such as mental math, estimation, and number sense
				  to solve problems. Students will effectively communicate mathematical ideas,
				  reasoning, and their implications using multiple representations such as
				  symbols, diagrams, graphs, and language. Students will use mathematical
				  relationships to generate solutions and make connections and predictions.
				  Students will analyze mathematical relationships to connect and communicate
				  mathematical ideas. Students will display, explain, or justify mathematical
				  ideas and arguments using precise mathematical language in written or oral
				  communication.
(6) Students are
				  encouraged to participate in extended learning experiences such as career and
				  technical student organizations and other leadership or extracurricular
				  organizations.
(7) Statements that
				  contain the word "including" reference content that must be mastered, while
				  those containing the phrase "such as" are intended as possible illustrative
				  examples.