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With a state mandate looming, the Los Angeles Unified School District this week joined other districts in preparing to introduce a semester of personal finance by the Legislature鈥檚 2027-28 deadline. 

The LAUSD school board gave the go-ahead on Tuesday while stipulating that elements of financial literacy and economic justice be incorporated into the course. 

As of 2023, only 27% of the state鈥檚 high school students attended a school that offered a course in personal finance, the California Department of Education reported. But to increase access and make it a high school graduation requirement, the state passed Assembly Bill 2927 in 2024, which proponents argue could  students鈥� lifetime earnings by roughly $100,000. 

Twenty-nine states already require such a course. 

鈥淚f you speak to any adult, they will tell you one of two things,鈥� said Tim Ranzetta, a co-founder of Next Gen Personal Finance. 鈥淥ne is, 鈥業t鈥檚 a class I wish I had.鈥� The second is, 鈥楥an you educate my kids?鈥欌�� 

Per the , the LAUSD will be required to provide an update that includes a start date of February 2026. The course will address: 

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• Interest rates
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• Taxes
• Credit
• Retirement planning
• Insurance

LAUSD鈥檚 program will also incorporate financial justice 鈥� an element that can help students understand American history, literature and government from an economic perspective. 

鈥淒uring a time when the future of a family may seem uncertain, when many students and youth find themselves suddenly the heads of household, it鈥檚 all the more important,鈥� said LAUSD student board member Jerry Yang at Tuesday鈥檚 meeting. 

Yanely Espinal, the director of educational outreach at Next Gen Personal Finance, added that including financial justice can help students understand ongoing wage gaps based on profession, gender and other factors. 

It鈥檚 鈥済etting students to understand the reality that we live in within the financial world,鈥� Espinal said. 鈥淚t hasn鈥檛 always been so picture perfect, and while it is increasingly improving and becoming, there鈥檚 a lot of effort to try to make it more fair.鈥�

鈥楳ost sought-after elective courses鈥�

Last year, Fresno Unified School District became one of the earlier California districts to offer a financial literacy elective course in the majority of its high schools. 

鈥淲e just kind of floated it out there, like, 鈥楬ey, if we were able to offer this elective course, who鈥檚 showing interest in it?鈥欌�� said Jeff Allen, a teacher on special assignment who has been focused on implementing the course districtwide. 鈥淥vernight, it became one of the most sought-after elective courses.鈥�

And in that year alone, the district identified 15 teachers who wanted to teach the subject and taught 998 students. 

Further south, at Olympian High School in San Diego鈥檚 Sweetwater Union High School District, Allison Saiki has been teaching financial algebra for years 鈥� and has recently worked to add financial literacy this semester. 

鈥淲e have social media where students can go and learn from 鈥� financial influencers,鈥� Saiki said. 鈥淏ut I have students that say, 鈥楬ey, you know what? We see a lot of that outside, but we don鈥檛 know what鈥檚 real. But we can come to you and we say, 鈥楬ey, is this true?鈥欌�� and we decipher it together.鈥�

Saiki, who has been awarded as the school鈥檚 teacher of the year and has been recognized districtwide, also transforms the classroom into an active economy, with its own currency, employment, pay, property and tax. Students fill out I-9 forms and learn about 401(k)s. 

Teaching the subject has also helped Saiki personally. 

鈥淚 look back and I鈥檓 like, 鈥極h my gosh, I鈥檓 an impulsive spender!鈥欌�� Saiki said. 

鈥淧rofessional development has given me an opportunity to look at my finances and be like, 鈥榃ait a minute, let鈥檚 fix some things, so that聽I can do everything that I am telling my students to do.鈥欌�澛�

Beyond the requirements 

Even though the mandate only calls for a one-semester high school course, Espinal said educators can start introducing students to basic principles of financial literacy even earlier. 

For example, at the elementary school level, she said teachers can mimic scenarios of how they might split their birthday money into different piggy banks. 

鈥淵ou should decide how many of those dollars will go to saving, how many will go to spending, how many will go to charity or donations or gifting to others 鈥� and how much will you invest for the future, for bigger goals that are much beyond the next few weeks or months of your life,鈥� Espinal said. 

Middle school can be more specific, and high school should be oriented toward students鈥� lifetime goals, according to Espinal. 

She stressed that many of the topics covered are already relevant for high schoolers, who may be navigating car insurance as young drivers, or looking into ways to pay for college. LAUSD school board member Kelly Gonez also stressed the importance of extending financial literacy into adult education during Tuesday鈥檚 board meeting. 

鈥淭hat early exposure amounts to very specific decisions that they have to make,鈥� Espinal said. 鈥淏ut you can鈥檛 really make those decisions unless you鈥檙e informed about everything that weighs into that decision-making process.鈥�

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