REPORT
(2013-2014)
Partner
CA$H FLOW (Financial Literacy Outreach Workshop) aims to address the
problem of low financial literacy by bringing personal finance classes to high
schools. Through these classes, high school students will 1) become better
equipped to make informed financial decisions throughout their lifetime 2) be
encouraged to share their financial empowerment with their peers and
families. Our objective is to focus on helping students identify long-term
financial goals and ways to best achieve them. We hope to show the students
that the costs of college should not deter them from seeking higher education
and that there are various post-secondary options besides four-year
institutions. Our program will be unique in the peer-to-peer coaching and
gamification aspects we emphasize in our curriculum. These measures will not
only create a more encouraging environment for students to learn in, but will
also help ensure the retention of our program.
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1
EXECUTIVE
SUMMARY
The primary goal of CA$HFLOWs pilot program with El Cerrito High is to increase the
opportunity for students to be exposed to topics that are not traditionally taught in American high
schools, and to make students college-ready with a fun and tailored curriculum. The underlying
assumption is that by providing workshops on financial knowledge in small classroom settings,
students would have an intimate space in which they develop good habits, discover their
purposes, and realize their potential. The individualized curriculum and experienced instructors
all serve to help the students to become better problem solvers and critical thinkers. CA$HFLOW
was established in 2012 with a group of UC Berkeley students passionate about education. Since
then, CA$HFLOW has completed a weeklong intensive Summer Bridge program at El Cerrito
High in 2012 and administered a semester long workshop series at various venues.
SUMMARY
CA$HFLOW aims to provide a small classroom setting with our rigorous curriculum, this has
resulted in small sample size. Although the findings from the pilot program are applicable only to
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2
a handful of students included in the sample, they provide strong evidence for the positive impact
of CA$HFLOW on high school students. Enrollees have a better grasp of their future and
financial planning, and are more likely than their peers to want to enroll in college and complete
it. Their early exposure to financial topics may translate to them accruing less educational debt,
having higher lifetime earnings and being financially independent early in life. In addition,
CA$HFLOW can potentially mitigate the traditional educational attainment gaps between
advantaged and disadvantaged students.
Furthermore, our program has helped open dialogues between students and parents by providing
students with material and information that they can share with their families. We provided
students with information about applications and financial aid in one session, so that they started
exploring tuition options months before FAFSA is due and be better at equipped with making
informed decisions. Our first class on budgeting involved bringing a budget planning worksheet
back to their household to spark potential conversations on better financial planning.
Program
Details
IDENTIFYING
STUDENTS
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3
The CA$HFLOW team identified El Cerrito High School (ECHS) as an ideal location for the
peer-to-peer workshop pilot program, and proceeded to establish formal relationships with the
principal, counselor, and various teachers at the school. We recruited our initial class of peer
coaches through in-class presentations, lunchtime presentation, school radio announcements, and
from teacher referrals.
SUMMER BRIDGE
Summer
Bridge
started
on
August
10th,
2013
and
was
a
,ive
days
intensive
training
program
of
CASHFLOW
that
held
place
in
El
Cerrito
High.
At
the
end
of
the
course,
they
can
choose
to
take
a
comprehensive
exam
and
become
certi2ied
CASHFLOW
Financial
Literacy
Student
Instructors.
They
then
would
go
on
to
teach
their
peers.
Students
received
individual
attention
from
the
instructors
and
learned
effectively
in
a
smaller
class
room
setting.
Curriculum:
INTRODUCTION
Expectations for & of the class
Who are we? Why are we here?
Outreach
o CASHFLOW Student Bridge Programs
o Peer-to-Peer teaching model
o Berkeley Student Organization
o Partnerships
What is financial literacy? Why is it important?
BUDGETING
What is budgeting? Why budget?
Time Budgeting provide schedules
Shift into budgeting of money income & expenses provide sample sheets for practice
o Familiarize with basic accounting terms: assets & liabilities
o Example of assets & liabilities bank sheet
Typical college expenses: rent, food, transportation, fun
Finding part-time jobs/internships during school year
College tuition paying for college
SCHOLARSHIPS & FINANCIAL AID
Student Loans (private & public)
o How it works
o How to pay back
o A way to build credit
Scholarships
o UC Berkeley
Leadership Awards
Regional Scholar
o UC Davis
o UC Merced
Financial Aid
o UC system & CSU system & Community college system
o Transfer from CC into UC in junior year
o How the system works
o Application process
BANKS & FINANCIAL INDEPENDENCE
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5
SAMPLE
QUESTIONARE
Name
Sara
Inphachack
I heard from a
presentation at my high
school that financial
literacy teaches
students about credit,
credit cards, budgeting,
and more.
Yoseph
Alkahli
Whitney
Ounniyom
Financial Aid
Scholarships
To be honest, I do not know
much about financial
literacy. I always thought it
was about money
management during college.
I was hoping by joining this
program I would learn what I
should about financial
literacy.
Ali Alkaheli
Noelle
Kobayashi
Anthony
Gutierrez
Sana khan
Oscar Aguilar
Mengel
Comandao
To know more about how those work and what I'll need to do for me to
save money and how to do college applications and much more.
I don't have any knowledge about financial literacy, let alone college.
This program seems like a interesting opportunity for me to gain more
knowledge and experience. This will help me to be prepared for the
transition from high school to college, where I should be financially
knowledgeable and responsible.
That it teaches you about colleges and help you how to save money so
in the future when your alone you'll know what to do.
Because it would help me understand Econ and help me teach others
an it seems fun
To learn how to manage my money for when i have a job
It would be good to learn about all the different ways to save money, I
was very interested to learn that there will be speakers from Cal coming
over to speak to us, plus these work shops will be really helpful in my
future. I plan to learn how to save money especially since I am going
into college soon, learning ways to save money would help a lot.
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6
Maggie Li
I don't know.
PROGRAM
ACCESSMENT
1.
2.
3.
4.
5.
6.
How
con'ident
do
you
feel
of
your
knowledge
about
banking,
credit
and
debit
cards?
How
con'ident
do
you
feel
of
your
knowledge
about
the
different
types
of
loans?
How
con'ident
do
you
feel
about
your
'inancial
future
outside
of
high
school?
How
con'ident
do
you
feel
about
having
control
of
your
'inancial
future?
How
con'ident
do
you
feel
in
your
leadership
and
public
speaking
skills?
How
con'ident
do
you
feel
about
controlling
your
'inancial
future
when
in
college
and
the
%inancial
aid
knowledge
that
you
will
need
to
know?
Pre-Program Question 1 Question 2 Question 3 Question 4 Question 5 Question 6 TOTAL
Student A
3
2.5
2
2
2
2.5
14
Student B
3
2
4
3
2
3
17
Student C
2
2
3
4
5
3
19
Student D
2
1
3
3
4
4
17
Student E
2
3
4
4
3
3
19
Student F
3
1
1
2
2
3
12
Student G
2
3
3
3
3
3
17
Student H
2
1
1
1
2
2
9
Student I
3
2
2
3
3
4
17
TOTAL
19
15.5
21
22
23
23.5
124
Post-Program Question 1 Question 2 Question 3 Question 4 Question 5 Question 6 TOTAL
Student A
5
5
4
4
5
5
28
Student B
4
3
4
4
3
4
22
Student C
4
3.5
3
3
2.5
3.5
19.5
Student D
5
3
4
5
5
5
27
Student E
4
4
5
4
5
5
27
Student F
4
3
4
4
2
4
21
Student G
4
5
4
4
4
4
25
Student H
4
3
4
4
2
3
20
TOTAL
34
29.5
32
32
28.5
33.5 189.5
*Student
I
was
absent
for
post-program
survey
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The
pilot
program
in
2013
was
to
further
consolidate
the
knowledge
learned
in
Summer
Bridge
and
recruit
more
interested
students.
The
topics
of
the
pilot
program
are
generated
by
the
students
and
for
the
students.
A
questionnaire
is
emailed
out
before
class,
and
the
interested
topic
will
be
taught
during
the
class.
The
classes
were
both
held
in
El
Cerrito
High
as
well
as
UC
Berkeley
Campus.
Exhibit A. CA$HFLOW IMPACT REPORT CONCEPTUAL FRAMEWORK
loans
in
college.
Sana:
Yes,
I
learned
about
banking
and
the
different
types
of
banks
and
how
to
save
up.
3. How can we improve?
Mengel:
We
can
go
over
more
on
taxes
and
controlling
bills
with
credit
and
debit.
And
also,
to
!ind
a
rom
to
talk
in
but
walking
around
UC
Berkeley
is
always
fun
with
the
group.
As
a
&irst
year
student
in
college,
each
CA$H
FLOW
meeting
provided
valuable
information
and
gave
me
a
better
idea
of
how
to
continue
my
road
into
college
without
any
worries
with
my
!inances.
CA$H
FLOW
has
also
helped
me
better
understand
money
especially
by
answering
any
complicated
questions
my
peers
and
I
ever
had
about
credit/debit,
4inancial
aid,
scholarships,
paying
bills,
and
the
future.
I
wish
more
people,
not
only
students
but
adults
too,
would
know
about
CA$H
FLOW
so
that
they
can
learn
this
valuable
knowledge
that
we
are
learning.
I
hope
CA$H
FLOW
can
continue
well
into
the
future
to
give
more
people
a
sense
of
how
to
take
on
the
world
by
managing
their
money
in
smarter
ways.
Sara:
I
wanted
to
learn
more
about
taxes
since
its
tax
and
FAFSA
season.
Yoseph:
More
guest
speakers.
Sana:
More
guest
speakers.
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10
PROGRAM
ACCESSMENT
We are trying to track pre- and post-program levels of personal finance knowledge, how the
program has affected students behavior with money, and how the students overall relationship
with money has developed due to the program. In addition, we would like to examine whether or
not financial literacy workshops targeted towards students have the ability to affect the financial
engagement of a family as a whole.
SAMPLE
ACCESSMENT
SURVEY
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CONCLUSION
Our
goal
for
the
impact
report
is
to
access
the
degree
to
which
CA$HFLOW
improved
student
outcomes.
The
pre
and
post
survey
statistics
from
Summer
Bridge
suggested
the
programs
signi%icant
positive
impact
on
each
of
the
students
in
all
impact
areas.
Two
of
the
students
went
on
to
become
enrollees
in
the
semester
long
program.
Students
that
have
gone
through
CA$HFLOW
program
are
more
equipped
to
make
informed
decision
about
attending
college.
At
this
point
we
are
unable
to
access
the
impact
of
CA$HFLOW
program
and
its
correlation
with
high
school
performance,
however,
in
open-ended
survey
responses,
students
commented
on
the
value
of
0inancial
knowledge
that
is
not
traditionally
offered
at
school
and
the
importance
of
college
preparation.
As
a
whole,
the
impact
report
illustrated
that
CA$HFLOW
had
a
positive
and
meaningful
impact
on
the
students
future
outcomes.
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