For Mississippi Teachers · Standards Alignment
Mississippi’s Financial Literacy Standards, Mapped to a Ready-to-Teach Course
Mississippi requires students to complete a financial literacy course to graduate. This page sets out what the law asks for, lists all 54 of the state’s grades 9–12 financial literacy suggested objectives, and shows for each one whether our 10 classroom-ready units cover it fully, in part, or not at all — with the partial rows naming exactly what is missing.
The Requirement
What Mississippi actually requires
Mississippi requires the Mississippi College- and Career-Readiness (CCR) course to graduate — the standards say so in their own words: “The Mississippi CCR course is required for the graduating class of 2022 and beyond.” That course runs nine units, and one of them is Unit 6: Financial Literacy. That unit is what this page maps: six competencies carrying 54 suggested objectives.
⚠ A second, stronger requirement is already law and arrives with the graduating class of 2032. Senate Bill 2294 (2026) enacted the J.P. Wilemon, Jr., Financial Literacy Act, amending Miss. Code § 37-16-7: “each student, during Grade 9, 10, 11 or 12, shall take and pass a one-half (1/2) Carnegie Unit course in personal finance or a full Carnegie Unit course where at least one-half (1/2) of the course standards concern financial literacy in order to earn a high school diploma.” The same act reaches down the grades — “Beginning in the 2027-2028 school year, the State Board of Education shall incorporate financial literacy components within the existing curriculum offered in Grades 6-8” — so a district planning a scope and sequence now is planning for both.
The content below is set by the 2025 Mississippi College- and Career-Readiness Course Standards, published as Title 7: Education K-12, Part 212 of the Mississippi Administrative Code. The unit records its own provenance: it was developed in part with the Mississippi Council on Economic Education, and its competencies and suggested objectives are based on the Council for Economic Education’s National Standards for Financial Literacy and the Jump$tart National Standards for Personal Finance Education — which is why several rows will look familiar if you have read the national framework.
Check every detail against Mississippi’s own sources: the 2025 Mississippi College- and Career-Readiness Course Standards as published in the Administrative Code, Senate Bill 2294 (2026) as sent to the Governor, and MDE’s college- and career-readiness standards page. Districts differ in which course will carry the new half unit, so confirm your own building’s plan before you build a syllabus around it.
The Course
10 units, 50 days, written to be taught in order
10 five-day units, 50 class periods of core instruction. How much of a semester that is depends on your building: on an every-other-day block, where a semester is roughly 45 to 50 meetings, the units fill it; on a traditional daily period, where a semester runs nearer 90, they are the spine and the course tests and the gap material below fill the rest. Plan the schedule against your own calendar rather than against this figure.
Every unit ships a free pacing guide, pre-quiz and vocabulary sheet that need no account, so you can read the objectives this crosswalk is built from before deciding anything. The full teacher kit — teacher guide, student packet, quizzes, unit project, final assessment, editable slides and the complete ZIP — comes with Full Membership.
Each card shows how many Mississippi suggested objectives that unit carries, fully or in part. A standard taught by two units is counted on both, so these add to 54 rather than to the 38 standards the course addresses.
The Crosswalk
All 54 suggested objectives, and how far the course covers each one
38 of the 54 suggested objectives are addressed by a unit — 21 fully and 17 in part. Of the 16 that are not, 16 are served elsewhere on this site and are linked in the table. Standard codes and wording below are reproduced from Unit 6, Financial Literacy, of the 2025 Mississippi College- and Career-Readiness Course Standards (Title 7: Education K-12, Part 212).
How to read the third column. A unit is listed against a standard only where its published pacing-guide objectives support it, so every row here is one you can check yourself against a free PDF. Fully means those objectives support the standard’s main clause and every requirement it names outside its “e.g.” examples. Partly means they support the main clause but not one or more named requirements — and the row says which, so you know exactly what to supplement. It is a strict rule, applied the same way in all six competencies; the member materials in each unit go further than the free guide advertises, so treat this as the floor, not the ceiling.
The misses are not spread evenly. 2 · b. Apply reliable information and systematic decision making to person… is where the course leaves the most to supplement — 4 of its 9 suggested objectives are carried by no unit — so plan for that competencie first. The table names every competencie.
Two things to know before the table. First, Mississippi’s own word for these 54 rows is suggested objectives: the lettered competency is the demand, and the numbered items beneath it are how the state suggests meeting it. So a row marked “not by a unit” here is a suggestion your district may not be using, not a requirement this course fails — read the competency headings as the standard and the rows as the detail. Second, the standards carry no codes: Mississippi prints a. and 1. and nothing more, so the codes in the first column (6.a.1) are composed from the document’s own structure — unit 6, competency letter, objective number — and will not be found by searching the PDF for them. ⭐ The gaps cluster in three places: the economics of prices (inflation, cost of living, unemployment by education level), the product taxonomies (investment types, insurance types, Mississippi’s own auto-liability minimums) and the recovery procedures (identity theft as the FTC sets it out, student loan repayment). Each is a deliberate boundary on our side: these units print no rate, no product list and no statute, so that a printed worksheet cannot go out of date.
| Competencie | Suggested objectives | Fully | Partly | Not by a unit |
|---|---|---|---|---|
| 1 a. Compare sources of personal income and compensation and analyze factors that affect net income. | 9 | 3 | 3 | 3 |
| 2 b. Apply reliable information and systematic decision making to personal financial spending and saving decisions. | 9 | 5 | 0 | 4 |
| 3 c. Analyze the purpose and functions of financial institutions. | 8 | 5 | 2 | 1 |
| 4 d. Develop strategies to control and manage credit and debt. | 10 | 4 | 4 | 2 |
| 5 e. Explain how investing helps build wealth and meet financial goals. | 9 | 3 | 4 | 2 |
| 6 f. Analyze appropriate and cost-effective risk management strategies. | 9 | 1 | 4 | 4 |
| All six competencies | 54 | 21 | 17 | 16 |
1 · a. Compare sources of personal income and compensation and analyze factors that affect net income.
| Objective | What it asks for | Where the course covers it |
|---|---|---|
| 6.a.1 Competency a |
Analyze the monetary and non-monetary value of employee benefits in addition to wages and salaries. | PartlyCareers & Paying for EducationNot covered here: The non-monetary half is the gap: working conditions, hours, flexibility and advancement as things a job is worth beyond its benefits. |
| 6.a.2 Competency a |
Identify non-income factors that influence career choice. | No unit — see Career lessons & worksheets · Jobs & Career articles |
| 6.a.3 Competency a |
Compare cost of living between geographic areas. | No unit — see Budgeting lessons & worksheets · Money Basics articles |
| 6.a.4 Competency a |
Compare the unemployment rates of workers with different levels of education. | No unit — see Career lessons & worksheets · Jobs & Career articles · Economics lessons & worksheets |
| 6.a.5 Competency a |
Describe the relationship between gross and net income. | FullyBudgeting & First Paycheck · Taxes & First Filing |
| 6.a.6 Competency a |
Identify the parts of a paycheck stub and describe the purpose of deductions. | FullyBudgeting & First Paycheck · Taxes & First Filing |
| 6.a.7 Competency a |
Explain the purpose of income tax and how it impacts net income. | FullyTaxes & First Filing · Budgeting & First Paycheck |
| 6.a.8 Competency a |
Explore ways to file income taxes. | PartlyTaxes & First FilingNot covered here: The ways to file — free file, software, a paid preparer, a volunteer site — are not named in a published objective. |
| 6.a.9 Competency a |
Analyze and/or complete a Form W-4, Mississippi Employee's Withholding Exemption Certificate, and Form I-9. | PartlyTaxes & First FilingNot covered here: Two of the three forms this objective names are absent: the Mississippi Employee’s Withholding Exemption Certificate and Form I-9. A state form is not something a national unit can carry. |
2 · b. Apply reliable information and systematic decision making to personal financial spending and saving decisions.
| Objective | What it asks for | Where the course covers it |
|---|---|---|
| 6.b.1 Competency b |
Identify short-term and long-term goals for spending and saving. | FullyBudgeting & First Paycheck · Saving & Emergency Funds |
| 6.b.2 Competency b |
Evaluate reliable resources for financial advice or representation when making financial decisions, including consulting attorneys, tax advisors, and/or financial planners. | No unit — see Investing lessons & worksheets · Investing articles · Money Basics articles |
| 6.b.3 Competency b |
Explain how to make an informed consumer decision. | FullyRenting & Major Purchases · Budgeting & First Paycheck |
| 6.b.4 Competency b |
Describe how inflation affects financial decisions, including the price of goods and services. | No unit — see Economics lessons & worksheets · Politics & Economy articles |
| 6.b.5 Competency b |
Analyze marketing and advertising techniques designed to encourage spending. | No unit — see Money skills lessons & worksheets · Saving Money articles |
| 6.b.6 Competency b |
Compare the advantages and disadvantages of owning a house versus renting. | FullyRenting & Major Purchases |
| 6.b.7 Competency b |
Develop a definition of wealth based on personal values, priorities, and goals. | No unit — see Life skills lessons & worksheets · Money Basics articles |
| 6.b.8 Competency b |
Develop a budget to manage spending and saving. | FullyBudgeting & First Paycheck |
| 6.b.9 Competency b |
Explain methods for adjusting a budget for unexpected expenses and/or emergencies. | FullySaving & Emergency Funds · Budgeting & First Paycheck |
3 · c. Analyze the purpose and functions of financial institutions.
| Objective | What it asks for | Where the course covers it |
|---|---|---|
| 6.c.1 Competency c |
Compare the features and costs of personal checking/savings accounts offered by various financial institutions. | PartlyBanking & Checking · Saving & Emergency FundsNot covered here: Comparing the same account across several institutions on rate and fee, which is what this objective asks a student to do, is not a published objective. |
| 6.c.2 Competency c |
Investigate account management services that financial institutions provide (e.g., banking apps, websites, mobile alerts, online bill pay, direct deposit, etc.). | FullyBanking & Checking |
| 6.c.3 Competency c |
Identify ways to deposit and withdraw funds from a personal checking and/or savings account. | FullyBanking & Checking |
| 6.c.4 Competency c |
Discuss various banking activities used to make a purchase, make a deposit, and/or pay a bill (e.g., written check, ATM withdrawal, debit, person-to-person transaction, prepaid card, etc.). | FullyBanking & Checking · Modern Payments, Scams & Fraud |
| 6.c.5 Competency c |
Write a check. | FullyBanking & Checking |
| 6.c.6 Competency c |
Reconcile a checking account. | PartlyBanking & CheckingNot covered here: Reconciling that register against an actual bank statement is not a published objective; the site’s check-register and balancing worksheets carry that practice. |
| 6.c.7 Competency c |
Identify common monthly bills and demonstrate how to schedule and manage bill payments. | FullyRenting & Major Purchases · Modern Payments, Scams & Fraud · Budgeting & First Paycheck |
| 6.c.8 Competency c |
Describe the difficulties "unbanked" people face. | No unit — see Banking lessons & worksheets · Banking articles |
4 · d. Develop strategies to control and manage credit and debt.
| Objective | What it asks for | Where the course covers it |
|---|---|---|
| 6.d.1 Competency d |
Discuss the benefits and costs of using credit and debt. | FullyCredit & Borrowing |
| 6.d.2 Competency d |
Explain the effect of debt on net worth and the ability to borrow money. | PartlyCredit & BorrowingNot covered here: Net worth is the other half and is taught by no published objective — assets against liabilities as a figure a person can state. |
| 6.d.3 Competency d |
Compare and contrast debit and credit cards. | FullyCredit & Borrowing · Modern Payments, Scams & Fraud |
| 6.d.4 Competency d |
Examine a credit card statement and identify the interest rate and fees charged. | FullyCredit & Borrowing |
| 6.d.5 Competency d |
Analyze credit reports and credit scores. | PartlyCredit & BorrowingNot covered here: The credit report is the other half of this objective and is not a published one — what is in it, how to get it, how to correct it. |
| 6.d.6 Competency d |
Explain how landlords, potential employers and insurance companies use credit reports and credit scores in decision making. | PartlyCredit & BorrowingNot covered here: The specific users this objective names — landlords, potential employers and insurance companies — are not. |
| 6.d.7 Competency d |
Explain how using payday loans can perpetuate a cycle of debt. | No unit — see Credit lessons & worksheets · Credit & Debt articles · Debt Relief articles |
| 6.d.8 Competency d |
Discuss the relationship between compound interest and debt and its effect on wealth building. | FullySaving & Emergency Funds · Credit & Borrowing |
| 6.d.9 Competency d |
Identify student loan repayment options. | No unit — see Paying for college lessons · Credit & Debt articles |
| 6.d.10 Competency d |
Determine the most cost-effective option for purchasing a vehicle. | PartlyRenting & Major PurchasesNot covered here: The financing comparison this objective implies — cash against a loan against a lease, decided on total cost — is outside the unit’s published scope, which prints no loan arithmetic. |
5 · e. Explain how investing helps build wealth and meet financial goals.
| Objective | What it asks for | Where the course covers it |
|---|---|---|
| 6.e.1 Competency e |
Describe the differences between saving and investing and when to utilize each. | FullyInvesting & Long-Term Growth · Saving & Emergency Funds |
| 6.e.2 Competency e |
Describe the importance of various sources of income on retirement, including Social Security, employer-sponsored retirement savings plans, and personal investments. | PartlyInvesting & Long-Term GrowthNot covered here: The other two sources this objective names are absent: Social Security and personal investments as separate legs of a retirement income, and why having more than one matters. |
| 6.e.3 Competency e |
Compare various types of investments and give examples of how employer-matching contributions to employer-sponsored retirement savings plans and vesting schedules affect participating employees. | PartlyInvesting & Long-Term GrowthNot covered here: Comparing types of investment and explaining vesting schedules are not published objectives — the unit prints no product list and no rate of return, by design. |
| 6.e.4 Competency e |
Explain how compound interest works, its benefits to savers, and how to calculate it using an online calculator. | FullySaving & Emergency Funds |
| 6.e.5 Competency e |
Illustrate how the concept of time value of money applies to retirement planning. | PartlySaving & Emergency FundsNot covered here: The objective applies it specifically to retirement planning, and no published objective takes it that far. |
| 6.e.6 Competency e |
Compare the advantages of taxable, tax-deferred, and tax-advantaged investments for new savers, including Roth IRAs and employer- sponsored retirement vehicles. | PartlyInvesting & Long-Term GrowthNot covered here: The comparison itself is not: taxable against tax-deferred against tax-advantaged, and Roth IRAs by name. The unit prints no tax figure or contribution limit, by design. |
| 6.e.7 Competency e |
Define asset allocation and diversification and explain why they are key strategies for successful investing. | No unit — see Investing lessons & worksheets · Investing articles |
| 6.e.8 Competency e |
Compare the consequences of delaying investment for retirement and the benefits of investing early. | FullySaving & Emergency Funds · Investing & Long-Term Growth |
| 6.e.9 Competency e |
Explain the stock market, including the basics of how it functions, how investors interact with the stock exchange, and how investors make money in it. | No unit — see MI Brokerage Simulator · Investing lessons & worksheets · Investing articles |
6 · f. Analyze appropriate and cost-effective risk management strategies.
| Objective | What it asks for | Where the course covers it |
|---|---|---|
| 6.f.1 Competency f |
Describe the purpose of insurance. | FullyInsurance & Risk |
| 6.f.2 Competency f |
Identify and discuss the basic types of insurance available to consumers and determine the appropriate time to utilize each. | PartlyInsurance & Risk · Renting & Major PurchasesNot covered here: The taxonomy this objective asks for is not taught: auto, homeowner, health, disability and life cover named one by one, with the moment each becomes appropriate. |
| 6.f.3 Competency f |
Explain premiums, deductibles, copays, and out-of-pocket expenses. | PartlyInsurance & RiskNot covered here: Two health-plan terms this objective names are absent: copays and out-of-pocket maximums. |
| 6.f.4 Competency f |
Differentiate among the main types of auto insurance coverage and determine the legal minimum amounts of auto insurance coverage required in Mississippi as well as the recommended optimal amounts. | No unit — see Insurance lessons & worksheets · Insurance articles · Cars & Auto articles |
| 6.f.5 Competency f |
Identify the factors that influence the cost of homeowner and renter insurance. | PartlyInsurance & Risk · Renting & Major PurchasesNot covered here: The property-specific rating factors — what about a home or a rental moves the premium — are not named in a published objective. |
| 6.f.6 Competency f |
Explain the fundamentals of health insurance and identify various types of health insurance coverage. | No unit — see Insurance lessons & worksheets · Insurance articles · Medicare articles |
| 6.f.7 Competency f |
Analyze the conditions under which it is appropriate for young adults to have life, health, disability, and long-term care insurance and identify sources to obtain each. | No unit — see Insurance lessons & worksheets · Insurance articles |
| 6.f.8 Competency f |
Explain the process of resolving identity theft problems as recommended by the Federal Trade Commission and relevant financial institutions. | PartlyModern Payments, Scams & FraudNot covered here: The recovery process this objective names — the steps the Federal Trade Commission sets out for an identity-theft victim — is not published here; the unit prints no statutory deadline, by design. |
| 6.f.9 Competency f |
Describe the costs and benefits of extended warranties. | No unit — see Insurance lessons & worksheets · Insurance articles · Cars & Auto articles |
The Gaps
The 16 standards these units do not teach
No single course covers 54 standards to the same depth, and a crosswalk that claimed otherwise would not be much use to you in a curriculum review. These are the ones the 10 units do not carry, each with the reason. Most are served by something else on this site; where nothing is, it says so. Links marked lessons, worksheets or by a printable’s name are classroom material; links marked articles are background reading rather than something you can hand to a class.
- 6.a.2 Identify non-income factors that influence career choice.The non-income factors that influence a career choice. The unit prices careers and compares offers; what draws a person to one is not a published objective. Elsewhere on this site: Career lessons & worksheets, Jobs & Career articles.
- 6.a.3 Compare cost of living between geographic areas.Comparing the cost of living between geographic areas. No published objective covers it. Elsewhere on this site: Budgeting lessons & worksheets, Money Basics articles.
- 6.a.4 Compare the unemployment rates of workers with different levels of education.Comparing unemployment rates for workers at different levels of education. This is published data the units do not print, by design. Elsewhere on this site: Career lessons & worksheets, Jobs & Career articles, Economics lessons & worksheets.
- 6.b.2 Evaluate reliable resources for financial advice or representation when making financial decisions, including consulting attorneys, tax advisors, and/or financial planners.Evaluating who to take financial advice from — attorneys, tax advisers, financial planners. No published objective covers it. Elsewhere on this site: Investing lessons & worksheets, Investing articles, Money Basics articles.
- 6.b.4 Describe how inflation affects financial decisions, including the price of goods and services.How inflation affects financial decisions and prices. These units print no inflation rate by design, so that they do not go out of date. Elsewhere on this site: Economics lessons & worksheets, Politics & Economy articles.
- 6.b.5 Analyze marketing and advertising techniques designed to encourage spending.The marketing and advertising techniques designed to encourage spending. The Payments unit teaches how a scam message is built; ordinary advertising is not a published objective. Elsewhere on this site: Money skills lessons & worksheets, Saving Money articles.
- 6.b.7 Develop a definition of wealth based on personal values, priorities, and goals.Developing a personal definition of wealth from values, priorities and goals. No published objective covers it. Elsewhere on this site: Life skills lessons & worksheets, Money Basics articles.
- 6.c.8 Describe the difficulties "unbanked" people face.The difficulties unbanked people face. The units teach what a bank account does; the position of a household without one is not a published objective. Elsewhere on this site: Banking lessons & worksheets, Banking articles.
- 6.d.7 Explain how using payday loans can perpetuate a cycle of debt.How payday lending perpetuates a cycle of debt. The units teach why a carried balance is expensive; the alternative-lending market is not a published objective. Elsewhere on this site: Credit lessons & worksheets, Credit & Debt articles, Debt Relief articles.
- 6.d.9 Identify student loan repayment options.Student loan repayment options. Careers Day 4 separates loans from gift aid on an award letter, but repayment itself is taught by no published objective. Elsewhere on this site: Paying for college lessons, Credit & Debt articles.
- 6.e.7 Define asset allocation and diversification and explain why they are key strategies for successful investing.Asset allocation and diversification, and why they are the core strategies. The Investing unit teaches the money before it reaches the market, so neither is a published objective. Elsewhere on this site: Investing lessons & worksheets, Investing articles.
- 6.e.9 Explain the stock market, including the basics of how it functions, how investors interact with the stock exchange, and how investors make money in it.How the stock market works, how investors reach an exchange and how they make money in it. Deliberate on our side: the Investing unit teaches the money before it reaches the market, and the site’s simulator and investing lessons carry the market itself. Elsewhere on this site: MI Brokerage Simulator, Investing lessons & worksheets, Investing articles.
- 6.f.4 Differentiate among the main types of auto insurance coverage and determine the legal minimum amounts of auto insurance coverage required in Mississippi as well as the recommended optimal amounts.The types of auto coverage, and Mississippi’s own legal minimum amounts against the recommended ones. The units print no statutory minimum, by design, and a state figure is not something a national unit can carry. Elsewhere on this site: Insurance lessons & worksheets, Insurance articles, Cars & Auto articles.
- 6.f.6 Explain the fundamentals of health insurance and identify various types of health insurance coverage.The fundamentals of health insurance and the types of health coverage. The Insurance unit teaches what every policy has in common; health cover specifically is not a published objective. Elsewhere on this site: Insurance lessons & worksheets, Insurance articles, Medicare articles.
- 6.f.7 Analyze the conditions under which it is appropriate for young adults to have life, health, disability, and long-term care insurance and identify sources to obtain each.When a young adult should carry life, health, disability or long-term care cover, and where to get each. No published objective covers it. Elsewhere on this site: Insurance lessons & worksheets, Insurance articles.
- 6.f.9 Describe the costs and benefits of extended warranties.The costs and benefits of an extended warranty. Renting Day 5 prices what keeping a thing costs, but the warranty decision itself is not a published objective. Elsewhere on this site: Insurance lessons & worksheets, Insurance articles, Cars & Auto articles.
For Your Documentation
Using this in a curriculum map
Copy the standard codes straight from the table into your planning documents. Each unit’s own page lists its five daily objectives, and the free pacing guide prints them in a one-page table you can attach to a curriculum map or hand to a department head.
If you also report against the national frameworks, the Jump$tart and CEE crosswalk maps the same library to those. For placement and end-of-course evidence, the assessments hub lists the free course diagnostic and the unit and course tests.
Teach the whole course
The pacing guides, pre-quizzes and vocabulary sheets are free and need no account. Full Membership adds every teacher guide, student packet, quiz, unit project, final assessment and editable slide deck across all 10 units, plus the worksheet generators and printables the units point to.
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