Understanding the work of decision-making : a qualitative single case study on personal finance education policies and curricula in the District of Columbia secondary public schools.
| dc.contributor.advisor | Meehan, Jessica Padrón. | |
| dc.creator | MacDonald, Carla, 1974- | |
| dc.creator.orcid | 0009-0009-6888-4790 | |
| dc.date.accessioned | 2024-07-17T14:12:30Z | |
| dc.date.available | 2024-07-17T14:12:30Z | |
| dc.date.created | 2023-08 | |
| dc.date.issued | 2023-08 | |
| dc.date.submitted | August 2023 | |
| dc.date.updated | 2024-07-17T14:12:31Z | |
| dc.description.abstract | Secondary schools do not prioritize personal finance education (PFE). A lack of personal finance knowledge impacts people’s financial decision-making and security. Consistently low financial literacy data results confirm this is a national problem. While some post-secondary students take a course in personal finance, it is not guaranteed. Secondary schools can be an intermediary to ensure students leave school with personal finance knowledge. As of 2023, 23 states require a course in personal finance as part of the graduation requirements. While 27 states, plus the District of Columbia, offer limited to no personal finance requirements. This qualitative single case study focused on the secondary schools within the District-wide public school system lacking personal finance standards and graduation requirements. This study specifically examined the decision-makers’ role in creating personal finance curricula and provided insight into why some states lack personal finance education curriculum standards and graduation requirements. Simon’s Decision-Making Theory (1947) served as the theoretical framework and guided the research. Simon’s theory views decision-making in three parts: identifying a problem, analyzing alternatives, and implementing a decision that benefits the most members of an organization. The study primarily used data from government documents and audiovisual recordings. Additionally, the study included five semi-structured interviews with personnel from the decision-making agencies. This study helps decision-makers understand the complex process of adding curricula. A thematic analysis revealed two themes: impact and need for personal finance education and student preparedness, which impact the curricula' decision-making process. The findings provided a historical narrative of the events and factors that led to the current curriculum. The findings revealed overlap, complexities of responsibilities, and variation of rigor and approach by the different decision-making agencies. Further, the findings revealed that views regarding financial literacy influenced the decision-making agencies. The findings reflect a lack of financial literacy as a problem and the proposal of alternatives as a contribution to solving the problem. Regarding implementing a decision, as directed by the theoretical framework, there lacks a collaborative approach. Currently, the work of incorporating financial literacy into D.C. secondary public schools remains ongoing. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | ||
| dc.identifier.uri | https://hdl.handle.net/2104/12829 | |
| dc.language.iso | English | |
| dc.rights.accessrights | No access – contact librarywebmaster@baylor.edu | |
| dc.title | Understanding the work of decision-making : a qualitative single case study on personal finance education policies and curricula in the District of Columbia secondary public schools. | |
| dc.type | Thesis | |
| dc.type.material | text | |
| local.embargo.lift | 2025-08-01 | |
| local.embargo.terms | 2025-08-01 | |
| thesis.degree.department | Baylor University. Dept. of Curriculum & Instruction. | |
| thesis.degree.grantor | Baylor University | |
| thesis.degree.name | Ed.D. | |
| thesis.degree.program | Learning & Organizational Change | |
| thesis.degree.school | Baylor University |
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