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“This connects with the study of Bernheim et al. (2001), which indicates that those who completed a high school course on personal finance had lower debt levels and better savings rates.”
From Financial Literacy Among the Senior High School Students: Basis for Financial Stewardship Plan (2024) · cites this paper as Bernheim et al., 2001
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“To date, three main avenues of research have been proposed to address this scarcity: (1) directly improving education (e.g., Bernheim, Garrett, and Maki, 2001); (2) improving access to timely decision support (Lynch, 2009); or (3) implementing judicious default options to limit the harm that people…”
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Cole, S. A. (2015) · The Geneva Papers on Risk and Insurance Issues and Practice · doi:10.1057/gpp.2015.12 · Cited by 34
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Modestino, A., Sederberg, R., & Tuller, L. (2019) · Journal of Consumer Affairs · doi:10.1111/joca.12265 · Cited by 37
“For example, some studies have demonstrated that financial education in high school has a positive effect on 4 financial knowledge and behavior among youth as well as improved outcomes later in life (Bernheim, Garrett, and Maki 2001; Danes 2005; Varcoe et al. 2005).”
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“For examples, see Bernheim, Garrett, and Maki (2001); Tennyson and Nguyen (2001); Walstad and Rebeck (2005); Swinton et al. (2007); Harter and Harter (2009); Walstad, Rebeck, and MacDonald (2010); and Brown et al. (2014).”
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Zhu, A., Yu, C., & Chou, K.-L. (2019) · Youth & society · doi:10.1177/0044118x19851311 · Cited by 28
“Bernheim, Garrett, and Maki (2001) used a “difference-in-difference” approach to evaluate the effects of compulsory financial education on the saving behavior of secondary school students in the United States and found a significant positive impact thereof on future saving.”
Hoffmann, A. O. I., & Otteby, K. (2017) · International Journal of Consumer Studies · doi:10.1111/ijcs.12412 · Cited by 31
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“These assumptions contribute to the results lready found in the literature, which Bernheim et al. (2001), oint to a relationship between the level of savings (how to anage resources) and family income.”
Barua, R., Koh, B., & Mitchell, O. S. (2017) · Journal of Pensions Economics and Finance · doi:10.1017/s1474747217000312 · Cited by 31
“Cole et al. (2015) showed that high school can provide mathematics skills useful in informing subsequent financial behavior, Bernheim et al. (2001) reported that savings was higher among students exposed to mandatory financial literacy training in high school and Tennyson and Nguyen (2001) showed…”
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“…literacy courses in high-schools and colleges can increase personal financial knowledge (Xiao et al., 2012), while the effects of financial education are still evident in people’s money management even well after their graduation (Bernheim et al., 2001; Grody et al., 2008; Lührmann et al., 2015).”
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“Likewise, results suggest that, consistent with Bayer et al. (1996) and Bernheim et al. (2001), employerbased financial education that increases individuals’ financial knowledge is likely to increase the participation rate in the financial market.”
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“In contrast, others have found significant effects on behavior for interventions that involve in-person retirement seminars (Clark and D’Ambrosio 2008; Bernheim and Garrett 2003) or in-person financial education courses in high schools (Lusardi and Mitchell 2009; Bernheim, Garrett, and Maki 2001).”
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“Therefore, it was concluded that financial “education may be a powerful tool for stimulating personal savings” (Bernheim et al., 2001, p. 426).”
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“Within the present study, teachers underscored the value of mandated financial education, which was consonant with findings from several studies (Bernheim et al., 2001; Deng et al., 2013; Varcoe et al., 2005).”
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“The content is to evaluate the impact of financial education on savings (Bernheim, Garrett, and Maki 2001; Bernheim and Garrett 2003; Lusardi 2008), retirement plans (Clark et al. 2006), and credit behavior (Xiao, Serido, and Shim 2012; Brown, Collins, and Schmeiser 2014).”
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Friedline, T. L., Despard, M., & Chowa, G. A. N. (2015) · Journal of Poverty · doi:10.1080/10875549.2015.1015068 · Cited by 10
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“For example, in a study conducted in the United States, adults who had mandatory financial education in high school reported greater monetary savings and higher credit scores than those who did not receive such education (Bernheim et al., 2001; Urban et al., 2020).”
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Amoah, A., Tetteh, C., Osei-Bonsu, N., Pomeyie, P., Ahiabor, G., Hughes, G., Kwabenabu, I., & Otchere-Ankrah, B. (2024) · Cogent Economics & Finance · doi:10.1080/23322039.2024.2420220 · Cited by 8
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“Bernheim, Garrett, and Maki (2001) used household survey data in comparing individuals living in states with personal finance mandates after they were implemented to individuals within the same states before the policies were implemented, as well as to individuals living in states without mandates…”
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“Bernheim, Garrett, and Maki (2001), in a study of state-mandated high school financial curricula, found that those who save more in adulthood characterize their parents as frugal.”
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“Early research that examined high school literacy programs was encouraging (Bernheim et al. 2001; Cowan et al. 2011); however more recent work has suggested that school-based programs may have a limited longterm impact on savings (Klein and Mandell 2009).”
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“This notion is consistent with evidence reported by Bernheim, Garrett, and Maki (2001) suggesting that high school programs designed to increase financial literacy stimulate savings later in life.”
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“In the United States, financial education programs related to personal finance, economics, and consumer education were introduced into the K-12 curriculum in many states as early as the 1950s and 1960s (Bernheim et al., 2001).”
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“In the works of (Bernheim et al., 2001) (García, 2013) conducted the study among the high school students and their preview concluded with high financial education leads to high saving behavior.”
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“Hasil penelitiannya menunjukkan bahwa mendapatkan pendidikan literasi finansial sejak dini pada akhirnya akan membentuk kebiasaannya untuk menabung dan mengumpulkan kekayaan selama masa hidupnya [10].”
Obsolescencia del conocimiento financiero
Mata, O. G., García, A. B., & Fernández, F. G. (2021) · Investigación Administrativa · doi:10.35426/iav50n128.05 · Cited by 2
“Cabe señalar que, si bien el conocimiento financiero se relaciona con la escolaridad (Bernheim et al., 2001; Fernandes et al., 2014; Lusardi, 2015) y éste a su vez podría influir en la actitud y el comportamiento financieros, algunos estudios han demostrado que los tres componentes no…”
Financial Education Programs in Colombia: Challenges in Assessing Their EffectivenessPreprint
Alvarez-Franco, P., Muuoz-Murillo, M., & Restrepo-Tobón, D. A. (2015) · SSRN Electronic Journal · doi:10.2139/ssrn.2700276 · Cited by 1
Meloni, L., Serson, R., & Madeira, R. (2026) · Economics of Education Review · doi:10.1016/j.econedurev.2026.102811
The Unintended Effects of the Common Core State Standards on Non-Targeted Subjects
Arold, B. W., & Shakeel, M. D. (2021) · Economics of Education Review · doi:10.1016/j.econedurev.2026.102795 · Cited by 7
Networks, knowledge, and nudges: Determinants of retail investor compliance
Petrakis, I. (2026) · Journal of Behavioral and Experimental Finance · doi:10.1016/j.jbef.2026.101168
이윤복, 황재광, & 이필수 (2015) · Journal of Distribution Science · doi:10.15722/jds.13.11.201511.69 · Cited by 1
Shen, S., Li, F., & Tanui, J. K. (2015) · Chinese Journal of Population Resources and Environment · doi:10.1080/10042857.2015.1017927
“Bernheim et al. (2001) examined the long-term effects of statewide high school financial curriculum mandates and found that mandates significantly raised asset accumulation when the students reached adulthood.”
Case study — critical analysis of the educational game 56 Sage Street
Chandran, P. (2014) · THE COMPUTER GAMES JOURNAL · doi:10.1007/bf03395950
Novarese, M., & Giovinazzo, V. D. (2019) · Encyclopedia of Law and Economics · doi:10.1007/978-1-4614-7753-2_713
Metadata
- Authors
- Bernheim, B. D., Garrett, D. M., & Maki, D. M.
- Affiliations
- National Bureau of Economic Research (US)
- Stanford University (US)
- Federal Reserve (US)
- Corresponding author
- Bernheim, B.Douglas
- ORCID
- Bernheim, B.Douglas
- Venue
- Journal of Public Economics
- Publisher
- Elsevier BV
- Published
- 2001-06
- Volume
- 80
- Issue
- 3
- Pages
- 435-465
- ISSN
- 0047-2727 (ISSN-L)
- OpenAlex
- W3093851237
- Cited by
- 433
- References
- 40
- Citations by year
- 2026: 14 · 2025: 30 · 2024: 29 · 2023: 22 · 2022: 31 · 2021: 32 · 2020: 26 · 2019: 28 · 2018: 25 · 2017: 26 · 2016: 18 · 2015: 33 · 2014: 27 · 2013: 23 · 2012: 18
- FWCI
- 9.16
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Public Economics (publishedVersion)
- Topics
- Social Sciences › Economics, Econometrics and Finance › Finance › Financial Literacy, Pension, Retirement Analysis
- Social Sciences › Business, Management and Accounting › Accounting › Financial Literacy and Behavior
- Social Sciences › Decision Sciences › General Decision Sciences › Decision-Making and Behavioral Economics
- Keywords
- consumer education, financial literacy, household savings, asset accumulation, state policy, implementation lag, household financial decision-making
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