Journal of the Effective Schools Project, Volume 18, 2011 Page: 28
79 p. : ill. (some col.) ; 28 cm.View a full description of this periodical.
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gram offered by an area Junior
Achievement group. Middle
school students participated in per-
sonal finance planning, career ex-
ploration, and orientation to bank
accounts. The students were ac-
tively involved with the project
both in the classroom and outside
the classroom. Another example
found in the literature involved
Matry Sturgeon, a 5th grade teach-
er in Indiana, and her students
(Tyre, 2009). Ms. Strugeon in-
volved her students in a mini-
economy project. The project al-
lowed the students to apply for
jobs, calculate taxes, make depos-
its in the class bank, and estimate
compound interest when they
saved or borrowed money from the
bank. Due to the success of each
of these projects, it seems clear
that financial literacy may be best
taught through project-based learn-
ing with middle school students.
Based on the success of other pro-
ject based learning projects, Glen
Rose Intermediate School (GRIS)
began the task of preparing stu-
dents for the 21st century. The fac-
ulty and staff decided to focus on
best practices in teaching students
financial literacy. Because GRIS
knew the value of partnering with
the local businesses, they secured a
community partner. The words on
the locally owned and operated
American State Bank's (ASB)
website caught the attention of
teachers and administrators:
"Hi. We 're American State
Bank. But we 're more than ac-
count numbers and deposit slips
- we 're people. People who
understand the financial world...
understand that sometimes you
need more than a checking ac-
count. You need someone to
guide you through it. And findways to help you grow. That's
why we 're here. "
Because the bank was located just
around the corner (only seven
minutes from school), ASB was
invited to partner with GRIS in the
financial literacy experience.
The project begins
A penny saved is a penny earned
(Quotations Page, 2011). Lynda
McKinnon began working at ASB
when she retired from Glen Rose
Intermediate School. The former
math teacher learned from the
American State Bank president, E.
K. Hufstedler, of a partnership pro-
gram established with public
schools in Abilene, Texas. McKin-
non presented the partnership con-
cept to her former principal, Lauri
Mapes. Together they traveled to
Abilene and visited the schools
participating in the partnership
program. As they reviewed the
process, Mapes knew the program
would benefit her students as they
prepared for financial security in
the 21st century.
Returning home to Glen Rose,
McKinnon and Mapes met with
President Huffsteadler and plans
were then made for the recruitment
of a parent volunteer. Parent
Lindsay Treadaway was enlisted
and the small group planned the
savings account application pro-
cess, deposit procedures, and re-
cruitment of student tellers. The
partnership was announced to
GRIS student body and the bank
teller's application process ex-
plained. The teller application
procedure was straight forward
and professional. Prospective stu-
dent tellers were required to:
1.Complete an application form
2.Provide three referencesThe project allowed the
students to apply for jobs,
calculate taxes, make
deposits in the class bank,
and estimate compound
interest when they saved
or borrowed money
from the bank.28
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Tarleton State University. Effective Schools Project. Journal of the Effective Schools Project, Volume 18, 2011, periodical, 2011; Stephenville, Texas. (https://texashistory.unt.edu/ark:/67531/metapth201694/m1/32/: accessed April 25, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting Tarleton State University.