Other Youth Topics


Bernheim, B. D., Garrett, D. M., & Maki, D. M. (2001). Education and saving: The long-term effects of high school financial curriculum mandates. Journal of Public Economics, 80, 435–465.

Center for Financial Security. (2012). Youth, financial literacy, and learning: The role of in-school financial education in building financial literacy. Retrieved from http://cfs.wisc.edu/2012/05/04/youth-financial-literacy-and-learning-the-role-of-in-school-financial-education-in-building-financial-literacy/

Consumer Protection Financial Bureau & U.S. Department of Health and Human Services, Administration for Children and Families. (2014). Building financial capability in youth employment programs: Insights from a roundtable with practitioners. Retrieved from http://www.acf.hhs.gov/sites/default/files/ocs/building_financial_capability_in_youth_employment_programs_2.pdf (PDF, 34 pages)

Consumer Protection Financial Bureau. (2015). Financial literacy annual report. Retrieved from http://files.consumerfinance.gov/f/201510_cfpb_financial-literacy-annual-report.pdf

Danes, S. M., Rodriguez, M. C., & Brewton, K. E. (2013). Learning context when studying financial planning in high schools: Nesting of student, teacher, and classroom characteristics. Journal of Financial Counseling and Planning, 24(2), 20–36.

The Institute for College Access and Success. (2015). Student debt and the class of 2014. Retrieved from http://ticas.org/sites/default/files/pub_files/classof2014.pdf (PDF, 35 pages)

Kim, J., & Chatterjee, S. (2013). Childhood financial socialization and young adults’ financial management. Journal of Financial Counseling and Planning, 24(1), 61–79.

Lusardo, A., Mitchell, O. S., & Curto, V. (2010). Financial literacy among the young. The Journal of Consumer Affairs, 44(2), 358–380. Retrieved from http://www.councilforeconed.org/wp/wp-content/uploads/2011/11/Financial-Literacy-for-Young-Lusardi.pdf (PDF, 23 pages)

Mandell, L. (2008). The financial literacy of young American adults: Results of the 2008 National Jump$tart Coalition Survey of high school seniors and college students. Retrieved from http://www.jumpstart.org/assets/files/2008SurveyBook.pdf (PDF, 258 pages)

McCormick, M. H. (2009). The effectiveness of youth financial education: A review of the literature. Journal of Financial Planning, 20(1), 70–83. Retrieved from https://www.bostonfed.org/commdev/conf/2015/leveraging-financial-education/material/Review-of-Effective-FinEd-Prog-2009.pdf (PDF, 14 pages)

Mottola, G. R. (2014). The financial capability of young adults—A generational view. Retrieved from https://www.finra.org/sites/default/files/14_0100%201_IEF_Research%20Report_CEA_3%206%2014%20%28FINAL%29_0_0.pdf (PDF, 12 pages)

Organisation for Economic Co‑operation and Development. (2014). PISA 2012 results: Students and money: Financial literacy skills for the 21st century (volume VI). Retrieved from http://dx.doi.org/10.1787/9789264208094-en

Shim, S., Serido, J., Bosch, L., & Tang, C. (2013). Financial identity-processing styles among young adults: A longitudinal study of socialization factors and consequences for financial capabilities. The Journal of Consumer Affairs, 47(1), 128–152.

U.S. Department of Labor. (n.d.). Youth programs. Retrieved from http://www.dol.gov/general/topic/training/youth

U.S. Department of the Treasury. (2010). Amended charter: President’s Advisory Council on Financial Capability. Retrieved from http://www.treasury.gov/resource-center/financial-education/Documents/PACFC%202010%20Amended%20Charter.pdf (PDF, 4 pages)

Varcoe, K. P., Peterson, S., Garrett, C., Martin, A., Rene, P., & Costello, C. (2001). What teens want to know about financial management. Journal of Family & Consumer Sciences, 93(2), 30–34.

Zahn, M., Anderson, S. G., & Scott, J. (2006). Financial knowledge of the low-income population: Effects of a financial education program. Journal of Sociology & Social Welfare, 33(1), 53–74. Retrieved from http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=3135&context=jssw

Other Resources on this Topic

Youth Voices

Youth Briefs

How Individualized Education Program (IEP) Transition Planning Makes a Difference for Youth with Disabilities

Youth who receive special education services under the Individuals with Disabilities Education Act (IDEA 2004) and especially young adults of transition age, should be involved in planning for life after high school as early as possible and no later than age 16. Transition services should stem from the individual youth’s needs and strengths, ensuring that planning takes into account his or her interests, preferences, and desires for the future.

Youth Transitioning to Adulthood: How Holding Early Leadership Positions Can Make a Difference

Research links early leadership with increased self-efficacy and suggests that leadership can help youth to develop decision making and interpersonal skills that support successes in the workforce and adulthood. In addition, young leaders tend to be more involved in their communities, and have lower dropout rates than their peers. Youth leaders also show considerable benefits for their communities, providing valuable insight into the needs and interests of young people

How Trained Service Professionals and Self-Advocacy Makes a Difference for Youth with Mental Health, Substance Abuse, or Co-occurring Issues

Statistics reflecting the number of youth suffering from mental health, substance abuse, and co-occurring disorders highlight the necessity for schools, families, support staff, and communities to work together to develop targeted, coordinated, and comprehensive transition plans for young people with a history of mental health needs and/or substance abuse.

Young Adults Formerly in Foster Care: Challenges and Solutions

Nearly 30,000 youth aged out of foster care in Fiscal Year 2009, which represents nine percent of the young people involved in the foster care system that year. This transition can be challenging for youth, especially youth who have grown up in the child welfare system.

Coordinating Systems to Support Transition Age Youth with Mental Health Needs

Research has demonstrated that as many as one in five children/youth have a diagnosable mental health disorder. Read about how coordination between public service agencies can improve treatment for these youth.

Civic Engagement Strategies for Transition Age Youth

Civic engagement has the potential to empower young adults, increase their self-determination, and give them the skills and self-confidence they need to enter the workforce. Read about one youth’s experience in AmeriCorps National Civilian Community Corps (NCCC).