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The National Youth in Transition Database (NYTD) snapshots offer a glimpse of National and State trends for young people who are receiving Independent Living Services through state child welfare programs. This Services Data Snapshot includes the characteristics of youth served, services received by age and race/ethnicity, and percentage of services received in FY 2022; as well as percent of youth receiving each service (of total youth served) for 2018 to 2022.

The Texas Guaranteed Student Loan Corporation (TG) offers critical support to schools, students, and borrowers at every stage of the federal student aid process--from providing information on how to pay for a higher education, including financial aid options, to facilitating successful loan repayment after graduation. As part of that support, this report presents TG's latest issue of "State of Student Aid and Higher Education in Texas." This publication offers Texas policymakers, their staff members, and members of the student financial aid community an overview of key facts that describe student financial aid in Texas. The report is divided into the following sections: (1) Texas Demographics; (2) Texas College Readiness; (3) Profile of Texas College Students; (4) Cost of Education and Sources of Aid in Texas; (5) Grant Aid and Net Price in Texas; (6) Loans; (7) Need and Work; (8) Texas College Attainment; (9) Delinquencies, Defaults, and Collections; and (10) Texas Higher Education & Student Debt Policy. [For the 2016 report, "State of Student Aid and Higher Education in Texas, 2016," see ED569986.]

The National Youth in Transition Database (NYTD) snapshots offer a glimpse of National and State trends for young people who are receiving Independent Living Services through state child welfare programs. This Services Data Snapshot includes the characteristics of youth served, services received by age and race/ethnicity, and percentage of services received in FY 2021; as well as percent of youth receiving each service (of total youth served) for 2017 to 2021.

The Canada Education Savings Program is an initiative of the Government of Canada. As part of the Department of Human Resources and Skills Development, the program administers the Canada Education Savings Grant and the Canada Learning Bond. These two initiatives help Canadian families save for a child's post-secondary education in Registered Education Savings Plans. This report is the 2009 Review of the Canada Education Savings Program.

Federal Student Aid's core mission is to ensure that all eligible Americans benefit from federal financial assistance--grants, loans and work-study programs--for education beyond high school. The programs administered comprise the nation's largest source of student aid: during the 2007-08 school year alone, approximately $83 billion in new aid was provided to nearly 10 million postsecondary students and their families. This guide provides information for students considering education beyond high school and wondering how they will pay for it. It provides information on how to apply to the federal student aid program in order to to be eligible for financial aid. It presents almost all the information one needs to know about federal student assistance programs--grants, loans, work-study and more. It leads the reader step-by-step through the process--including the Free Application for Federal Student Aid (FAFSA) form. The guide explains everything in simple, direct terms in offering an abundance of information on obtaining federal student aid. It is organized into the following sections: (1) What You should Know Before You Apply; (2) Start Here... How Do I Apply; (3) Repaying Your Student Loan; (4) Important Terms; and (5) State Higher Education Agencies. A Federal Student Aid Summary Chart describes aid program names, types of aid, program details, and annual award limits.

These Illinois skill standards for the banking cluster are intended to serve as a guide to workforce preparation program providers as they define content for their programs and to employers as they establish the skills and standards necessary for job acquisition. They could also serve as a mechanism for communication among education, business, industry, and labor. An introduction provides a sample format, occupational earnings and employment information, and performance skill levels, a table that cross references performance skills to these occupations: (1) proof operator; (2) teller; (3) customer service representative; (4) personal banker; and (5) loan officer. Each skill standard contains these components: performance area; coding that identifies the state, fiscal year in which the standard was endorsed, subcouncil abbreviation, cluster abbreviation, and standard number; conditions of performance; work to be performed; performance criteria; performance elements; and performance assessment criteria, including product and process. The 56 skill standards are categorized into 8 areas: paying and receiving functions (20 standards); balancing functions (3); proof operations (5); customer service (9); advanced customer service (7); lending (3); consumer lending (5); and mortgage lending (4). (YLB)

This module on how to keep track of one's money is one of ten in the Money Smart curriculum, and includes an instructor guide and a take-home guide. It was developed to help adults outside the financial mainstream enhance their money skills and create positive banking relationships. It is designed to enable participants to prepare a personal budget. Topics are why to budget, how to decrease spending, increasing one's income, and recordkeeping. Each module consists of an instructor guide, sample promotional flyer, and take-home guide for class participants. The instructor guide provides this information: preparing to present the course; materials and equipment list; and guide to icons. Each page is divided into two columns. The left presents icons to alert the instructor to discussion questions, exercises, transitions, and summaries; the right provides step-by-step directions that enable the instructor to ask questions, provide explanations, show slides, handout materials, and introduce exercises. Handouts and overheads are appended. The flyer follows. The take-home guide is comprised of information sheets; sample daily spending diary, income and expenses worksheet, and budgeting tools; course evaluation; and "What Do You Know," a pre-and post-form that shows what participants know about banking basics. (YLB)

This module on one's rights as a consumer is one of ten in the Money Smart curriculum, and includes an instructor guide and a take-home guide. It was developed to help adults outside the financial mainstream enhance their money skills and create positive banking relationships. It is designed to enable participants to become familiar with their rights as banking consumers. Topics are nondeposit investment products; Equal Credit Opportunity Act; Fair Debt Collection Practices Act; resolving complaints by writing to the regulators; predatory loans; losing your wallet or purse; and identity theft. A sample complaint letter is provided. Each module consists of an instructor guide, sample promotional flyer, and take-home guide for class participants. The instructor guide provides this information: preparing to present the course; materials and equipment list; and guide to icons. Each page is divided into two columns. The left presents icons to alert the instructor to discussion questions, exercises, transitions, and summaries; the right provides step-by-step directions that enable the instructor to ask questions, provide explanations, show slides, handout materials, and introduce exercises. Handouts and overheads are appended. The flyer follows. The take-home guide is comprised of information sheets; a list of 17 resources, organizations and websites; course evaluation; and "What Do You Know," a pre-and post-form that shows what participants know about banking basics. (YLB)

This module, an introduction to credit, is one of ten in the Money Smart curriculum, and includes an instructor guide and a take-home guide. It was developed to help adults outside the financial mainstream enhance their money skills and create positive banking relationships. It is designed to enable participants to decide when and how to use credit. Topics are what credit is, why it is important, types of loans, cost of credit, and when applying for credit. Each module consists of an instructor guide, sample promotional flyer, and take-home guide for class participants. The instructor guide provides this information: preparing to present the course; materials and equipment list; and guide to icons. Each page is divided into two columns. The left presents icons to alert the instructor to discussion questions, exercises, transitions, and summaries; the right provides step-by-step directions that enable the instructor to ask questions, provide explanations, show slides, handout materials, and introduce exercises. Handouts and overheads are appended. The flyer follows. The take-home guide is comprised of frequently asked questions; checklist for credit decisions; tips before applying for credit, tips to manage credit; course evaluation; and "What Do You Know," a pre-and post-form that shows what participants know about banking basics. (YLB)

This module, an introduction to bank services, is one of ten in the Money Smart curriculum, and includes an instuctor guide and a take-home guide. It was developed to help adults outside the financial mainstream enhance their money skills and create positive banking relationships. It is designed to enable participants to build a relationship with a financial institution. Topics are types of financial institutions, banking terms, deposits vs. nondeposit products, and additional bank services. Each module consists of an instructor guide, sample promotional flyer, and take-home guide for class participants. The instructor guide provides this information: preparing to present the course; materials and equipment list; and guide to icons. Each page is divided into two columns. The left presents icons to alert the instructor to discussion questions, exercises, transitions, and summaries; the right provides step-by-step directions that enable the instructor to ask questions, provide explanations, show slides, handout materials, and introduce exercises. Handouts and overheads are appended. The flyer follows. The take-home guide is comprised of information sheets; frequently asked questions; checklists for choosing an account and a bank; glossary; course evaluation; and "What Do You Know," a pre-and post-form that shows what participants know about banking basics. (YLB)

This module on why one should save is one of ten in the Money Smart curriculum, and includes an instructor guide and a take-home guide. It was developed to help adults outside the financial mainstream enhance their money skills and create positive banking relationships. It is designed to enable participants to recognize the importance of saving money. Topics are pay oneself first, saving, compound interest, and special accounts. Each module consists of an instructor guide, sample promotional flyer, and take-home guide for class participants. The instructor guide provides this information: preparing to present the course; materials and equipment list; and guide to icons. Each page is divided into two columns. The left presents icons to alert the instructor to discussion questions, exercises, transitions, and summaries; the right provides step-by-step directions that enable the instructor to ask questions, provide explanations, show slides, handout materials, and introduce exercises. Handouts and overheads are appended. The flyer follows. The take-home guide is comprised of information sheets; pay oneself first worksheet and plan, interest compounding exercise; glossary; course evaluation; and "What Do You Know," a pre-and post-form that shows what participants know about banking basics. (YLB)

This module on how to choose and keep a checking account is one of ten in the Money Smart curriculum, and includes an instructor guide and a take-home guide. It was developed to help adults outside the financial mainstream enhance their money skills and create positive banking relationships. It is designed to enable participants to open and keep a checking account. Topics are determine checking account needs, fees, types, choosing a checking account, check register, writing a check, checking account statement, and reconciling a checking account. Each module consists of an instructor guide, sample promotional flyer, and take-home guide for class participants. The instructor guide provides this information: preparing to present the course; materials and equipment list; and guide to icons. Each page is divided into two columns. The left presents icons to alert the instructor to discussion questions, exercises, transitions, and summaries; the right provides step-by-step directions that enable the instructor to ask questions, provide explanations, show slides, handout materials, and introduce exercises. Handouts and overheads are appended. The flyer follows. The take-home guide is comprised of information sheets, practice register, checks, and deposit slips; a course evaluation; and "What Do You Know," a pre-and post-form that shows what participants know about banking basics. (YLB)

This module on what homeownership is all about is one of ten in the Money Smart curriculum, and includes an instructor guide and a take-home guide. It was developed to help adults outside the financial mainstream enhance their money skills and create positive banking relationships. It is designed to familiarize participants with the process for getting homeownership financing. Topics are the benefits and pitfalls of renting vs. owning a home; readiness to buy a home; different mortgage programs; and basic terms used in a mortgage transaction. Each module consists of an instructor guide, sample promotional flyer, and take-home guide for class participants. The instructor guide provides this information: preparing to present the course; materials and equipment list; and guide to icons. Each page is divided into two columns. The left presents icons to alert the instructor to discussion questions, exercises, transitions, and summaries; the right provides step-by-step directions that enable the instructor to ask questions, provide explanations, show slides, handout materials, and introduce exercises. Handouts and overheads are appended. The flyer follows. The take-home guide is comprised of information sheets; glossary; course evaluation; and "What Do You Know," a pre-and post-form that shows what participants know about banking basics. (YLB)

This module on knowing what one is borrowing before buying is one of ten in the Money Smart curriculum, and includes an instructor guide and a take-home guide. It was developed to help adults outside the financial mainstream enhance their money skills and create positive banking relationships. It is designed to familiarize participants with the characteristics of consumer installment loans. Topics are the different types of consumer installment loans and how to choose the right consumer installment loan for one's needs. Each module consists of an instructor guide, sample promotional flyer, and take-home guide for class participants. The instructor guide provides this information: preparing to present the course; materials and equipment list; and guide to icons. Each page is divided into two columns. The left presents icons to alert the instructor to discussion questions, exercises, transitions, and summaries; the right provides step-by-step directions that enable the instructor to ask questions, provide explanations, show slides, handout materials, and introduce exercises. Handouts and overheads are appended. The flyer follows. The take-home guide is comprised of information sheets; course evaluation; and "What Do You Know," a pre-and post-form that shows what participants know about banking basics. A Spanish version is included. (YLB)

This module on how one's credit history will affect one's credit future is one of ten in the Money Smart curriculum, and includes an instructor guide and a take-home guide. It was developed to help adults outside the financial mainstream enhance their money skills and create positive banking relationships. It is designed to make participants familiar with the importance of a credit history. Topics include identifying a credit report and how it is used; ordering and reading a credit report; identifying ways to start repairing credit; and identifying available resources. Each module consists of an instructor guide, sample promotional flyer, and take-home guide for class participants. The instructor guide provides this information: preparing to present the course; materials and equipment list; and guide to icons. Each page is divided into two columns. The left presents icons to alert the instructor to discussion questions, exercises, transitions, and summaries; the right provides step-by-step directions that enable the instructor to ask questions, provide explanations, show slides, handout materials, and introduce exercises. Handouts and overheads are appended. The flyer follows. The take-home guide is comprised of information sheets and a list of five credit counseling resources and six other resources; course evaluation; and "What Do You Know," a pre-and post-form that shows what participants know about banking basics. (YLB)

This module on managing a credit card is one of ten in the Money Smart curriculum, and includes an instructor guide and a take-home guide. It was developed to help adults outside the financial mainstream enhance their money skills and create positive banking relationships. It is designed to enable participants to describe the costs and benefits of using a credit card. Topics are characteristics of credit cards, costs of using a credit card, and recognizing potential problems with credit card use. Each module consists of an instructor guide, sample promotional flyer, and take-home guide for class participants. The instructor guide provides this information: preparing to present the course; materials and equipment list; and guide to icons. Each page is divided into two columns. The left presents icons to alert the instructor to discussion questions, exercises, transitions, and summaries; the right provides step-by-step directions that enable the instructor to ask questions, provide explanations, show slides, handout materials, and introduce exercises. Handouts and overheads are appended. The flyer follows. The take-home guide is comprised of information sheets; glossary; course evaluation; and "What Do You Know," a pre-and post-form that shows what participants know about banking basics. (YLB)

The purpose of this Financial Activity & Condition Taxpayer Summary (FACTS) is to provide information about the Waukesha County Technical College (WCTC) for the 2002 fiscal year. The detailed report is divided into the following sections: (1) WCTC Board Members; (2) The President's Outlook; (3) Service Efforts and Accomplishments; (4) Brief History, Profile, and Map; (5) Operational and Financial Reviews; (6) Financial Condition; (7) Financial Activity; (8) Educational Services & Unrestricted Net Access; (9) Demographic and Per Capita Statistics; (10) Property Values and Taxes; (11) Student Information; (12) Graduate Follow Up; and (13) Strategic Planning Process. The report does a good job of discussing the community that is served by the WCTC. Specifically, the report discusses characteristics of typical WCTC students during the span of 1998-2002. Some of these characteristics include cost per student contact hour, percent of graduates employed in related occupations, percent of graduates in taxing districts, and average monthly salary for program graduates. To better serve the needs of students, the WCTC is involved in teamwork to share course curriculum, library networks, and student and administrative systems with other colleges to better utilize technology in support of students. Contains numerous tables and graphs. (MZ)

In 2000, the City College of San Francisco (CCSF) surveyed faculty, administration, and staff members regarding 64 campus services. All employees received the survey, and nearly 30% (849) responded. The services were rated on a scale of 1 to 4, 1 being 'poor' and 4 being 'excellent.' Results included: (1) library services received the highest mean rating, at 3.3, with telephone services/switchboard coming in second and the learning assistance center third; (2) the lowest ratings were given to general counseling services, facilities planning/construction, and building and grounds/repairs; and (3) on average, employees found college services to be good, with only five services averaging below average. Detailed results and mean scores are presented in tables and organized by several categories, including by survey order, by demographics of respondents, by mean ranking from high to low, by order of the number of respondents, by credit/noncredit, by campus, by selected departments, by full-time and part-time respondent, by years of employment, and by ethnicity. A copy of the survey is included for reference. (NB)

This manual provides Washington state consumers and their advocates with information and guidance to enable them to pursue appropriate avenues for funding assistive technology (AT). Chapter 1 discusses the legislative history of AT, the definition of AT, and basic funding strategies. Chapter 2 reviews health-related sources of AT funding including private insurance, Medicaid, Medicare, the Children's Health Insurance Program, Washington state basic health care plans, and Washington state's high risk pool. Chapter 3 describes funding options for individuals who need AT for work or to prepare for employment. It provides an overview of the rights of people with disabilities to have AT and major sources of funding for work-related AT. Chapter 4 describes the rights of students with disabilities to AT in education, including public and private elementary and secondary schools and higher education. It also discusses other options for funding AT for students with disabilities. The following chapter discusses AT for special populations. Chapter 6 provides basic information on how to appeal denials of requests for funding AT. The last chapter describes a number of alternative funding sources. Appendices include a list of relevant resources and a sample letter of justification. (Chapters include references.) (CR)

This report presents the results of a 1998 study of endowment assets of 509 higher education institutions, and is intended to allow administrators and trustees to evaluate the performance of their endowments and to acquaint them with the investment policies and practices of other higher education institutions. A brief abstract notes some highlights from the data prefaces the report. It is noted that endowment assets, which totaled $178.3 billion at fiscal year-end 1998, are highly concentrated; 31 institutions (6 percent of the total), each holding assets in excess of $1 billion, account for over 50 percent of total endowment assets. Part 1 of the study provides a brief commentary focusing on endowment characteristics, investment pool characteristics, and historical performance, as well as a discussion of results and notes on the data. Tables and data in Part 2 are organized in two parts; the first covers endowment characteristics, including endowment size, growth, and asset allocation; the second covers investment pool characteristics, and includes performance returns, asset allocation, management expenses, investment management structure by institution, and a list of custodians by institution. Appendixes include a glossary, descriptions of market indexes, and lists of participating institutions. A list of contributors and sponsors is included. (CH)

Although many independent schools are seeing a diversification in their student bodies, existing structures, such as financial aid awards, have not been modified. In addition, many financial-aid managers in independent schools have 0-5 years of experience in student financial aid. This handbook profiles the overall step-by-step process for financial-aid management as implemented by Riverdale Country School in Bronx, New York. The handbook also uses information gathered through interviews with knowledgeable financial aid officers at schools affiliated with the National Association of Independent Schools (NAIS). Contents include a guideline for time management, a review of the application process, a description of the procedures for determining financial need and calculating awards, and a description of areas related to financial aid. A financial-aid timeline and an annotated bibliography are included. Appendices contain sample worksheets, letters, and forms from Riverdale Country school. Contains 11 references. (LMI)

This guide contains 15 lesson plans on financial topics for high school students. The lessons cover the following: (1) securities in the U.S. economy; (2) careers in finance; (3) commercial banking interest rates; (4) understanding financial statements; (5) newspaper stock tables; (6) financial institution operations; (7) foundation skills--mathematics; (8) service technology; (9) all-purpose teller; (10) supervision; (11) Wall Street and the Internet; (12) money and financial institutions; (13) inflation and unemployment; (14) foreign exchange and international finance; and (15) budgeting. Lesson plans consist of some or all of these components: performance objectives, introduction, vocabulary, student preparation; methods and procedures, lecture notes or presentation outline, activities, closure, and tests. (KC)

This Alberta curriculum guide defines competencies that help students build daily living skills, investigate career options in financial management, use technology in the financial management field effectively and efficiently, and prepare for entry into the workplace or related postsecondary programs. The first section provides a program rationale and philosophy for career and technology studies, general learner expectations, program organization information, curriculum and assessment standards, and types of competencies. The second section provides an opportunity for students to learn about the development and use of financial information and to apply this information within the context of business and personal life. It includes a rationale and philosophy for the financial management strand, strand organization, and planning for instruction. The 14 modules are organized into introductory, intermediate, and advanced levels that cover a comprehensive set of competencies in these areas of financial management: financial information, taxation, business management, financial software, and accounting. Modules also define exit-level competencies, specify prerequisites, and outline specific learner expectations. Other sections of the guide contain the following: module curriculum and assessment standards; assessment tools; linkages and transitions with other strands, other educational programs, and to the community, the workplace and the credentialing process; a learning resource guide listing 76 resources keyed to modules, plus sources for further information; and sample student learning guides. (KC)

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the banking and finance technology program. Presented in the introduction are a program description and suggested course sequence. Section I is a curriculum guide consisting of outlines for each of the following course sequences in the program: banking and finance technology (principles of banking, money and banking, consumer lending, commercial lending, professional development in financial institutions I-II, business policy, professional development in financial institutions III-IV, business finance, bank accounting, work-based learning in banking and finance technology, and special project in banking and finance technology); related vocational-technical courses (microcomputer applications, applied business math, electronic spreadsheets, mechanics of communication, business communication, advanced microcomputer applications, administrative office procedures, income tax accounting, payroll accounting, business accounting, and computerized accounting); and related academic courses (principles of economics (macroeconomics), the legal environment of business I, and principles of accounting I-II). Each course outline contains some/all of the following: course name and abbreviation; course classification; course description; prerequisites; and competencies and suggested objectives. Recommended tools and equipment are listed in section II. Appended are lists of related academic topics and workplace skills for the 21st century and a student competency profile. (MN)

This report presents the results of the 1995 study of the performance and management of college and university endowments, based on 394 institutions providing data. A summary abstract provides an overview of performance and investment data; and Part 1 of the study provides a brief commentary covering endowment characteristics, historical performance data, and terminology used. The exhibits in Part 2 are divided into two sections. In the first section, 12 exhibits cover general endowment characteristics, including: first, asset values, institution type, ranked by type of institution and by full-time equivalent student, and type of endowment; second, growth (versus market indexes), withdrawals, payout rates, spending rates and rules, and gift flow rates; and third, asset allocation structure. The larger second section of Part 2 provides data on the investment pool including: (1) dollars of assets; (2) performance measures by institution, by institution rank, returns (by various measures: nominal, real, average, cumulative); (3) asset allocation structure; (4) investment management and custodial expenses; (5) investment managers, by institution, and custodians. Appendix A is a glossary of terms; Appendix B defines various standard market indices. Also appended to the report is a list of contributors, sponsors, and associates. A separate formal acknowledgement booklet listing contributors to the study by level of gift accompanies the report. (CH)

This booklet contains suggestions to assist Alaskans interested in postsecondary education through the process of selecting a school, a program, and a financial plan. The document proposes as a first step that potential students research fields in which they are interested, talk to people in the field, confer with high school and college counselors, and study school catalogs. At the same time, the booklet recommends that they consider, among other things: the institution's accreditation status, national accreditation, or state authorization; quality, currency, and transferability of courses; retention and/or graduation rate; program length; program cost; comparison of program costs to potential earnings; and availability of a placement service. The booklet presents criteria to qualify for loans through a number of Alaska state and federal scholarship and grant programs, application procedures, and contact telephone numbers. The concluding section describes services which provide educational and occupational information and counseling services, youth and adult education or training programs, and career development programs. (MAH)

This brochure contains suggestions for individuals repaying student loans on how they might benefit from Direct Loans, a program which consolidates multiple loans into a single account and offers favorable repayment terms, convenience, financial flexibility, and competitive interest rates. The brochure contains information on factors to be considered when deciding on loan consolidation: the interest rates for each loan; what one can afford to pay each month; how much one is willing to pay over the long term; how many payments are left on the loans; and what current lenders offer. Four repayment plans are described: (1) Standard (fixed payments over 10 years or less); (2) Extended (lower monthly payments over 12 to 30 years); (3) Graduated (payments rise gradually in two-year steps over 12 to 30 years); and (4) Income Contingent (payments linked to borrower's income for up to 25 years). The Direct Loan program's flexibility is stressed (repayment plans can be changed to fit individuals' developing careers), as is the program's "loan rehabilitation" option to deal with defaults. Four examples of how a Direct Loan can work are presented, along with lists of loans that are eligible or ineligible for consolidation. (MAH)

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for secondary-level courses in business and computer technology I-II. Presented first are a program description and course outline. Section I contains curriculum frameworks for both courses, and section II contains outlines of the instructional units required in each course. The first course includes 13 units on the following topics: introduction, operating systems, keyboarding, word processing, communications, alphabetical filing systems, database management, financial applications, spreadsheet applications, telecommunications, desktop publishing, the job application process, and applied business and computer technology I. The second course contains 14 units: safety, disk management, keyboarding, advanced word processing, advanced communications, records management, advanced database management, advanced spreadsheet applications, advanced financial applications, automated accounting, advanced telecommunications, advanced desktop publishing, job application process, and applied business and computer technology II. Each unit includes suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for both courses. (MN)

This document outlines the curriculum of Louisiana's accounting technology associate degree program, which is a 6-term (77-credit hour) competency-based program designed to prepare students for employment as accounting technicians providing technical administrative support to professional accountants and other financial management personnel. Presented first are a description of the program and a list of the general education (behavioral science, humanities, mathematics, and natural and applied science) courses required of students in the accounting technology program. Next, the course numbers/titles and credit hours of the program's 26 required and 16 elective courses are listed. The third section of the document contains descriptions of each course, and the fourth section lists the competencies that each course is intended to help students develop. Among the topics of the required and elective courses described are the following: principles of accounting, payroll accounting, computerized accounting, business law, spreadsheets, database management, business English, business communications, environmental science, computer literacy, word processing, desktop publishing, job-seeking skills, electronic calculators, business math, office procedures, human relations, filing/records management, total quality management, keyboarding, federal income tax, technical report writing, medical transcription, legal transcription, medical terminology, medical coding, paralegal studies, and speech. (MN)

The New Youth Entrepreneur curriculum is a series of 12 youth-oriented educational modules containing instructional materials, learning activities, and checkup exercises designed to teach students key elements of entrepreneurship. This document is the fifth module, and introduces students to the financial issues involved in starting a business, including how much money is required, how to acquire cash, and alternative methods of financing. The first section provides initial planning steps for determining how much money will be needed for starting a business, while the second presents activities illustrating strategies for starting a business without cash, including bartering, sharing resources, and gaining the goodwill of others. The third section focuses on occasions when it will be necessary to obtain money, and discusses the advantages and disadvantages of co-venturing, obtaining loans from banks, and receiving government money. This section also provides three exercises to help students analyze the terms of lending agreements and a description of illegitimate lenders, or "loan sharks." The final section discusses strategies for obtaining money when other methods are not possible, including selling personal items to raise money and getting a temporary job to finance a venture. (CELCEE, an Adjunct ERIC Clearinghouse on Entrepreneurship Education) (MAB)

To assist in making funds available for student higher education loans and to keep their interest rates as low as possible, the Department of Education compensates participating lending institutions using a combination of interest subsidies and special allowance payments. Lenders use ED Form 799, Lender's Interest and Special Allowance Request and Report, to obtain payments under the federal loan programs. This workbook was designed to help users learn how to prepare the form without assistance. It contains instructions, examples, practice exercises, and self-tests so users can check their progress. The workbook was not intended to explain all the responsibilities of lenders participating in the Federal Family Education Loan Program. Additional information is available from guaranty agencies, ED Regional Offices, and related publications, listed in appendices to the document. The workbook includes one unit on Federal Family Education Loan Programs' quarterly reports and five units on ED Form 799 which cover: identification and certification, the loan origination fee, interest benefits, special allowance, and changes in loan principal and portfolio analysis. The final chapter concerns quality assurance in student loan reporting. Appendices list additional sources of information, guaranty agencies, references, and frequently asked questions. (MAH)

This instructor guide for a unit on business financing in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 2 of learning--planning for a business in one's future. Included in the instructor's guide are the following: unit objectives, guidelines for using PACE, lists of teaching suggestions for each unit objective/subobjective, model assessment responses, and overview of the three levels of the PACE program. The following materials are contained in the student's guide: activities to be completed in preparation for the unit, unit objectives, student reading materials, individual and group learning activities, case study, discussion questions, assessment questions, and references. Among the topics discussed in the unit are the following: factors to consider in financing a business, determining different types of costs, and advantages and advantages of different loan sources. (KC)

This manual is designed to provide primary health care program managers with guidance on how to use cost analysis and cost-effectiveness analysis as tools to achieve better understanding and management of resource flows. Although it has been prepared primarily for program managers at national, regional, and district levels, other health professionals can learn from it through a short training course or by individual study. Part A introduces unit financial costs and provides a first look at the effectiveness of health services, in six modules: what costs are, using cost data, planning the study, calculating costs, measuring effectiveness, and calculating unit financial costs. Part B covers other kinds of costs and compares costs and effectiveness estimates. Topics of the three modules are as follows: measuring and using economic costs, household costs, and cost-effectiveness analysis. In part C, several important uses of cost and cost-effectiveness data for planning and management are discussed and illustrated. Future costs, financial analysis, and managerial efficiency are the topics of the three modules. A set of exercises to be used with the individual modules follow. Appendixes contain the following: annualization factors; 10 resources for further reading, including guidelines and methods and case studies; and an index. (YLB)

This guide and training manual, in loose-leaf format, is intended to assist lenders and schools participating in the Colorado Student Loan Program (CSLP). The manual consists of a series of single page (front and back) "ready references." Each ready reference includes a title followed by information on the subject and suggestions for additional references and information sources. Ready references may also consist of a form or forms designed to assist the Student Loan Officer or Financial Aid Administrator in the processing and maintenance of Guaranteed Student Loan Program records and requirements. The ready references are organized into five sections: Section I offers an overview of CSLP; Section II, on the lender, has nine subsections covering the following topics: origination process, loan servicing, repayment, collections procedures, consolidation, refinancing, the program review process, and record keeping requirements; Section III, on the school, contains seven subsections on borrower eligibility, application process, delivery of loan process, enrollment status, refunds, the program review process, and record keeping requirements; Section IV is a glossary and Section V an index. (JB)

This booklet, which is intended to acquaint midlife and older women with the basic principles of personal money management, presents action steps, tips, and sample forms for planning and organizing personal finances. The booklet is organized into 10 sections that deal with the following aspects of personal money management: determining financial goals; assessing financial situation/needs; long-range planning; examining current cash flow and preparing a spending plan; determining types of bank accounts needed and selecting a financial institution; getting a bank card; setting goals for insurance protection; putting legal affairs in order (if married, facing divorce, planning to marry/remarry); investing for retirement; and getting help with finances. Concluding the booklet are the following: a list of 20 suggested readings, including 15 American Association for Retired Persons (AARP) publications; a list of bank and insurance company rating organizations; a financial planner interview questionnaire; and a list of AARP area offices. Also provided are 13 sample forms that are designed to be completed and kept in a financial planning notebook. Among the forms included are the following: goals list; personal directory; professional directory; list of document locations; cash flow statement; spending plan; lists of bank and brokerage accounts, credit cards, and insurance policies; and widowhood analysis. (MN)

To help school districts comply with Oregon's school bond laws, this manual provides guidelines for school district attorneys and personnel in the issuance and sale of school district bonds. The manual deals with the three primary types of Oregon school district borrowings: (1) general obligation bonds; (2) tax and revenue anticipation notes; and (3) lease-purchase financings including certificates of participation. Each of these types of borrowings is covered separately in the text. Also included in the manual is information regarding tax treatment of interest on the debt obligations, ratings and bond insurance, securities law concerns, and other topics. Consideration is given to the effects of Measure 5 on each type of school district borrowing. Finally, the manual includes a discussion of Oregon local budget law as it relates to debt issuance. Appendices include relevant statutes, lists of required documents, and some sample documents dealing with school distirct borrowings. (MLF)

The workbook is designed for use by adult students learning English as a Second Language, focusing on the English language skills and knowledge needed for daily living. Fifty-three exercises are presented in six parts, whose topics include: the bank; opening a new bank account; savings accounts; checking accounts; using a bank machine; and applying for a loan. Four kinds of learning exercises are included: vocabulary development activities; picture stories; dialogue practice; and reading comprehension exercises. A list of other workbooks in the series is appended. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

This course guide is designed for teaching about the U.S. business system. Students are introduced to management functions and the background knowledge/skills necessary to be a successful manager. The guide contains 10 competency goals: (1) nature of U.S. business; (2) environment of business; (3) types of business ownership; (4) management function; (5) employability skills and leadership development; (6) labor relations and legislation; (7) communications; (8) financial management; (9) production and marketing; and (10) critical issues. For each competency goal, objectives, learning activities, key terms, and suggested resources are listed. A bibliography of 56 printed resource materials, 12 visual materials, and 3 computer software packages is included. (NLA)

This publication was created for middle-income parents of children under the age of 18 who have disabilities. It is a simple, straightforward resource to help them manage their money, and plan for them and their children's financial future and overall well-being. The financial management techniques presented here can help parents, not just in times of crisis, but for the rest of their lives. This publication is designed to accomplish several things: (1) To be parents' starting point--to give them a broad outline of important issues they will deal with in caring for their children; (2) Provide them with basic knowledge of these issues; (3) Give parents tools to create their own action plan; and (4) Point them in the right direction to get more detailed information. Woven throughout this publication are possible answers to a nagging question parents probably wonder about, "Who will care for my child after I'm gone?" The answers are displayed in suggested actions to take so parents can, ultimately, do the four things that matter most: (1) Protect their ability to make wise decisions as they care for their children and family; (2) Create an environment of financial well-being for them and their family; (3) Ensure continuation of their children's important benefits and care for the rest of their lives; and (4) Through their own actions, demonstrate to their children how to be determined in accomplishing goals, and how to advocate for the best possible outcomes in all endeavors.

This publication describes innovative and powerful mechanisms for financing sustainability projects on campus including energy efficiency upgrades and renewable energy installations. The guide provides step-by-step guidance for establishing revolving loan funds for campus sustainability, based on the experiences of the authors in setting up such a fund at Macalester College. Appended are: (1) Macalester CERF Charter; (2) Macalester CERF Covenant; (3) Macalester CERF Financing Plan; and (4) Sample Project Ideas. (Contains 3 footnotes.)

The Community Reinvestment Act (CRA) is designed to encourage banks and thrifts to meet the financial credit and service needs of low- and moderate-income neighborhoods, requiring that lenders use their private-sector resources to meet the financing needs of all communities in which lenders conduct business. This brief outlines several types of activities for which lenders may receive CRA credit and identifies important considerations for communities seeking to access CRA resources for development initiatives. Despite the CRA's historical emphasis on housing, and to a lesser extent business development, this brief focuses more extensively on other uses of CRA of benefit to children and families. The brief presents background information on the CRA and the types of CRA resources for use with community development initiatives: loans, grants, in-kind donations, equity equivalent investments, and community development services. Included are examples of CRA commitments that have benefited children, families, and communities. Considerations for organizations thinking about integrating CRA resources into their financing strategies are also noted. Finally, the brief discusses strategic steps for securing CRA commitments. (Lists additional information resources. Contains 22 endnotes.) (KB)

This short course on insurance for camps discusses coverage, including the various types of liability, property, and other types of coverage; the difference between direct writers, brokers, agents, and captive agents; choosing an insurance company; and checking on the financial stability of recommended carriers. Three Web sites are given for companies that assess insurers' financial condition and claims-paying ability. (TD)

Discusses the authors' experiences with integrating financial calculators into a business mathematics course. Presents a brief overview of the operation of financial calculators, reviews some of the more common models, discusses how to use the equation solver utility on other calculators to emulate a financial calculator, and explores the advantages of these calculators over scientific calculators and spreadsheets. (Author/WRM)

Statement 34 is the most significant change in the history of governmental accounting. It is a dramatic change in the way school districts report and present financial information. This new reporting model affects every public-school organization that issues financial statements in conformity with generally accepted accounting principles (GAAP). The term "reporting model" is used in this publication to describe the minimum set of financial statement, note disclosures, and required supplementary information that must be presented in a financial report for an independent auditor to assert, without qualification or further comment, that a government's financial statements are fairly presented in conformity with GAAP. Statement 34 will improve operational accountability by highlighting the districtwide perspective that was frequently lost in the detail of fund accounting. Although the statement includes significant requirements that enhance financial reporting, it does not abandon the traditional public-sector approach to accounting and fiscal disclosure. The requirements are also designed to make annual reports easier for the public to understand and more useful to stakeholders. The document presents the new standards and provides examples of the required financial reports. Appendixes provide sample management discussion and analysis, and the ASBO Certificate of Excellence in Financial Reporting Program. (DFR)

Student activity funds may create educational opportunities for students, but they frequently create problems for business administrators. The first part of this work reviews the types of organizational issues and transactions an organized student group is likely to encounter, including establishing a constitution, participant roles, responsibilities, policies, procedures, auditing, and self-assessment. Explanations of relevant procedures are provided that ensure adequate control of transactions, and sample forms and process flows are included. Key control points and general accounting principles are identified, and a self-assessment tool is included. Issues addressed in one section include cash and cash handling, sales, revenues, receivables, fundraising, cost recovery, and sales-tax collection. Another section reviews expenditures, purchases, and accounts payables, and includes such issues as using purchase orders, bidding, reimbursements, debit cards, and payroll. One section reviews inventory procedures and tracking equipment and fixed assets. A final section details the steps in effective financial statement preparation and reporting, including forming an accounting framework, reporting financial results, auditing, and self-assessment tools. The second part of this work combines all transactions and creates a comprehensive internal audit for use by a school administrator or other staff member. Arranged in a collection of checklists, this section covers objectives, preliminary work, controls, cash handling, revenues, receipts, expenditures, disbursements, inventories, equipment, and financial statements. The third section provides blank forms, including a worksheet for meeting minutes, funds requests, receipts, bank reconciliation, parental permission to participate, inventory reconciliation, profit and loss statements, petty cash vouchers and reimbursements, depreciation schedule, budget requests, and financial reports. (TEJ)

One of a series of units on business issues designed for secondary school students, this packet examines the responsibilities of the lender and consumer in the credit business. Teacher and student materials are provided in separate sections. The teacher's guide presents five detailed lesson plans, each focusing on a credit case study; discussion guides; recommended follow-up activities; answer keys; and suggestions for using a business person as a classroom resource. The student materials contain student reading handouts for the following case studies: first auto loan, a student credit card application, an inaccurate credit file, an investigative report, repossession, and a consumer credit counselor's help in getting a family out of debt. Also included are a reading which presents three important laws that effect credit practices and a vocabulary worksheet to help students review new terms used in the unit. (LP)

The intent of this field tested instructional package is to acquaint the student with the elements of finance and its function in producing goods and services. Defining behavioral objectives, the course description includes a media section, suggested classroom activities, and sample student evaluation forms, as well as the basic information section. Included in the package is a list and explanation of possible sources of financial support available to industry: stocks, bonds, loans, subsidies, and grants. A list of characteristics to be examined before acquiring various kinds of financial aid, the proper method of recording financial transactions using a general journal form, and an explanation of how the stock market functions in the production of goods are topics discussed in the course description. (Author/MW)

This manual was designed to provide structural guidelines for financial aid program operations and administration at the Community College of Baltimore. Topics discussed include: the philosophy of student aid at an open door college; the objectives of the student financial aid office; staff development and administrative improvement; organization, administration, and staffing; facility requirements; the financial aid programs funded by USOE, the state of Maryland, and the college; deferred payment plans; short-term student loans; the qualifications and responsibilities of various financial aid administrators; the procedures for processing awards and for determining the degree of student need; auditing procedures and record keeping. The essential functions of the student aid office are specified including recruitment of students for the college, dissemination of financial aid information, communication with federal and state agencies and with local college officials, articulation with financial aid offices at four-year institutions, maintenance and expansion of existing programs and solicitation of new programs, and student budget counseling. Guidelines for the construction of student budgets in all major cities of the United States, the financial aid officers' code of ethics, the financial aid calendar for the college, and a bibliography are also provided. (DC)

The publication was produced in cooperation with the New York State Banking Department and is intended primarily as a teaching module to introduce high school students to how banks operate and how consumers can make best use of a bank's services. There is no assumption of prior banking experience or knowledge. In addition to some brief notes to the instructor and some introductory information on what banks are and how various types of banking institutions differ, there are sections on: checking accounts, savings accounts, home mortgages, business loans, foreign banking, student loans, trust and investment advisory services, State and Federal regulatory agencies, and banking terminology. Each section (except those in regulatory agencies and terminology) begins with an illustrative anecdote, continues with questions and sometimes detailed answers, and ends with a list of review questions. There are a few brief tables (to illustrate interest rates, for example) and some reproductions of various banking forms. (PR)

A procedure for the use of financial analysis in decision making about implementing cable television and securing all possible services is outlined. A six-stage decision making flow chart is provided; the six stages then explained and elaborated. The six stages are: define all realistic options; eliminate certain options because of lack of interest; define financial pass-fail criteria; determine financial feasibility of all remaining options; test sensitivity of results to basic assumptions. A financial flow chart is also included. It is suggested that similar flow charts be constructed for other decision making areas related to cable television, such as who shall operate the system. This procedure replaces the recommendations contained in the "Cable Economics" report conclusion. (SK)