Not a knowledge issue

From Teacher, leave them kids alone from The Economist. Illuminating the limitations of education even when the topic is pertinent and consequential.

Here is a test. Suppose you had $100 in a savings account that paid an interest rate of 2% a year. If you leave the money in the account, how much would you have accumulated after five years: more than $102, exactly $102, or less than $102?

This test might seem a little simple for readers of The Economist. But a survey found that only half of Americans aged over 50 gave the correct answer. If so many people are mathematically challenged, it is hardly surprising that they struggle to deal with the small print of mortgage and insurance contracts.

The solution seems obvious: provide more financial education. The British government just added financial literacy to the national school curriculum, to general acclaim. But is it possible to teach people to be more financially savvy? A survey by the Federal Reserve Bank of Cleveland (see sources below) reported that: “Unfortunately, we do not find conclusive evidence that, in general, financial education programmes do lead to greater financial knowledge and ultimately to better financial behaviour.”

This is especially the case when children are taught the subject at school, often well before they have to deal with the issues personally. Surveys by the Jump$tart Coalition for Personal Financial Literacy, a campaign group, found that American students who had taken courses in personal finance or money management were no more financially literate than those who had not. A detailed survey of students from a Midwestern state found that those who had not taken a financial course were more likely to pay their credit card in full every month (avoiding fees and charges) than those who had actually studied the subject.

So where is the weak link? In bad teaching? In bad knowledge processing and retention? Or is it that the desired outcome is a behavioral/cultural issue and not a knowledge issue?