For West Virginia Teachers · Standards Alignment
West Virginia’s Personal Finance Standards, Mapped to a Ready-to-Teach Course
West Virginia requires students to complete a personal finance course to graduate. This page sets out what the law asks for, lists all 85 of the state’s grades 9–12 personal finance concepts, 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 West Virginia actually requires
Under W. Va. Code §18-2-7c, added by House Bill 3113 (2023), every West Virginia high school student must complete a personal finance course to graduate, beginning with the class of students entering 9th grade in the 2024-2025 school year. The course is Personal Finance, course 1451.
⚠ Three of West Virginia’s own documents answer the two questions a department head actually has — how much credit, and which year — differently, and all three are current. This page reports what each says rather than choosing between them.
How much credit. The statute sets one-half credit. WVBE Policy 2510, the Board’s own graduation policy, requires 1 credit — it raised the diploma to 23 credits specifically by adding a prescribed Personal Finance credit. A board may require more than a statutory minimum, so the operative figure for an accredited school is the Board’s.
Which year. The statute, as amended in the 2025 regular session, allows the course in their 8th, 9th, 10th, 11th, or 12th grade year — and says that expansion applies retroactively, so a student who took it in 8th, 9th or 10th grade beforehand has already satisfied the requirement. WVBE Policy 2510 still says students must take it during their junior or senior year. Confirm which your county is applying before you schedule.
⚠ And the standards are not where searching will send you. Policy 2520.4, Appendix A carries a clean list of ten personal finance standards that looks exactly right — but 2520.4 says itself that those are to be embedded into Civics only until a county stands the course up, and names where the real ones live: the CTE standards for course 1451, under WVBE Policy 2520.13 (W. Va. Code St. R. 126CSR44M). That is the document this page maps: 85 concepts across seven standards.
Check every detail against West Virginia’s own sources: W. Va. Code §18-2-7c, WVBE Policy 2510, Policy 2520.13, and the course standards themselves from WVDE’s Programs and Standards page. Counties differ in which course carries the credit and in which year they schedule it, 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 West Virginia concepts that unit carries, fully or in part. A standard taught by two units is counted on both, so these add to 64 rather than to the 50 standards the course addresses.
The Crosswalk
All 85 concepts, and how far the course covers each one
50 of the 85 concepts are addressed by a unit — 28 fully and 22 in part. Of the 35 that are not, 35 are served elsewhere on this site and are linked in the table. Standard codes and wording below are reproduced from Personal Finance, Course #1451 — West Virginia Department of Education CTE course standards under WVBE Policy 2520.13 (W. Va. Code St. R. 126CSR44M).
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 seven standards; 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. Savings, Investing, and Risk (6) is where the course leaves the most to supplement — 12 of its 26 concepts are carried by no unit — so plan for that standard first. The table names every standard.
One thing to know before you read the table, because it decides what you will need to supplement. The gaps here come in two blocks rather than scattered across the course. The first is inside Savings, Investing, and Risk: twelve of its twenty-six concepts ask for bond maturities and long-run asset-class returns, value against growth funds, how a share price responds to news, diversification, target-date funds, capital-gains rates and IRA contribution limits. That is a securities-investing course inside a personal finance course, and our Investing unit deliberately teaches the money before it reaches the market and prints no rate of return, so that it cannot go out of date. The second block is inside Credit: ten of fourteen concepts are credit reports, loan types, default and bankruptcy. Read together, they say that West Virginia’s course is broader than a first-money course. ⭐ The other side of the same coin is Spending and Budgeting, the strongest fit on any state page here: eight of its eleven concepts are met in full and none is partial.
| Standard | Concepts | Fully | Partly | Not by a unit |
|---|---|---|---|---|
| 1 Careers | 12 | 2 | 5 | 5 |
| 2 Earning Incomes | 7 | 2 | 3 | 2 |
| 3 Banking | 10 | 5 | 3 | 2 |
| 4 Spending and Budgeting | 11 | 8 | 0 | 3 |
| 5 Credit | 14 | 2 | 2 | 10 |
| 6 Savings, Investing, and Risk | 26 | 6 | 8 | 12 |
| 7 Taxes | 5 | 3 | 1 | 1 |
| All seven standards | 85 | 28 | 22 | 35 |
1 · Careers
| Concept | What it asks for | Where the course covers it |
|---|---|---|
| 1451.1.1 Careers |
Identify different available career pathways and educational requirements. | FullyCareers & Paying for Education |
| 1451.1.2 Careers |
Analyze potential careers based on salary, stability, growth, training, and responsibilities (e.g., gig, business ownership, freelance, uber, delivery service, etc.) | PartlyCareers & Paying for EducationNot covered here: The examples this concept names are all non-traditional work — gig, business ownership, freelance, delivery driving — and no published objective covers self-employment or its trade-offs. Stability, growth and job outlook are also named and are not analyzed. |
| 1451.1.3 Careers |
Investigate ways to finance postsecondary education, certificates, training, armed forces, and workplace skills. | PartlyCareers & Paying for EducationNot covered here: Armed forces service is named as a way to finance training and appears in no published objective. |
| 1451.1.4 Careers |
Examine and understand financial aid opportunities (e.g., FASFA, SAI, state and local scholarships or grants, etc.). | PartlyCareers & Paying for EducationNot covered here: The concept names the FAFSA and the SAI specifically. The units read the award letter that comes back; they do not teach the form that produces it or how the Student Aid Index is used. |
| 1451.1.5 Careers |
Analyze the relationship between careers, education, pay, and unemployment. | PartlyCareers & Paying for EducationNot covered here: Unemployment is the fourth term in this concept and is not part of any published objective — neither its rate as a labor-market signal nor its relationship to a career choice. |
| 1451.1.6 Careers |
Discuss traditional and non-traditional roles in the workforce. | No unit — see Jobs & Career articles |
| 1451.1.7 Careers |
Develop a resume showing skills, experiences, and education that can be used when applying for a job, scholarship, or college. | FullyCareers & Paying for Education |
| 1451.1.8 Careers |
Differentiate between hard and soft skills. | No unit — see Jobs & Career articles |
| 1451.1.9 Careers |
Demonstrate interview skills and workplace expectations. | PartlyCareers & Paying for EducationNot covered here: Workplace expectations — attendance, timeliness, conduct once hired — are the second half of this concept and no published objective reaches them. |
| 1451.1.10 Careers |
Contextualize the minimum wage and median wage in your state. | No unit — see Jobs & Career articles · Politics & Economy articles |
| 1451.1.11 Careers |
Explain the benefits of joining a professional organization and identify professional organizations that could help you grow your career related to its costs. | No unit — see Jobs & Career articles |
| 1451.1.12 Careers |
Discuss how state unemployment programs can help reduce economic hardship caused by job losses during a recession or pandemic. | No unit — see Benefits articles · Politics & Economy articles |
2 · Earning Incomes
| Concept | What it asks for | Where the course covers it |
|---|---|---|
| 1451.2.1 Earning Incomes |
Differentiate between sources of income (e.g., wage, salary, rents, entrepreneurship, disability, business profits, retirement, investments). | PartlyCareers & Paying for Education · Investing & Long-Term GrowthNot covered here: The concept lists eight sources and the units reach three. Rents, entrepreneurship, disability, business profits and retirement income are named and taught by no published objective. |
| 1451.2.2 Earning Incomes |
Explain the difference between earned and unearned income. | No unit — see Taxes articles · Extra Income articles |
| 1451.2.3 Earning Incomes |
Complete the IRS employment forms. | PartlyTaxes & First FilingNot covered here: The concept says forms, plural. The I-9 is the other form every new employee completes and appears in no published objective. |
| 1451.2.4 Earning Incomes |
Read a pay stub and describe the different deductions. | FullyBudgeting & First Paycheck |
| 1451.2.5 Earning Incomes |
Differentiate between gross, net, and taxable income. | FullyBudgeting & First Paycheck · Taxes & First Filing |
| 1451.2.6 Earning Incomes |
Explain how using payday loans can cause a cycle of debt. | No unit — see Debt Relief articles · Credit & Debt articles |
| 1451.2.7 Earning Incomes |
Explain how some income is reported on an IRS form W-2 and some are reported on an IRS Form 1099 | PartlyTaxes & First FilingNot covered here: The 1099 side is a linked resource rather than a published objective, so the contrast this concept asks for — which income arrives on which form, and why that changes what a filer must do — is not stated as an objective of the unit. |
3 · Banking
| Concept | What it asks for | Where the course covers it |
|---|---|---|
| 1451.3.1 Banking |
Research financial services provided by banking institutions. | FullyBanking & Checking |
| 1451.3.2 Banking |
Explain the difference between a checking and a savings account. | FullyBanking & Checking |
| 1451.3.3 Banking |
Prepare bank account documents (e.g., checks deposit/withdraw slips, endorsements, etc.). | PartlyBanking & CheckingNot covered here: Two of the three documents this concept names are missing: deposit and withdrawal slips, and endorsements. Neither appears in a published objective, though both are short additions beside Day 2. |
| 1451.3.4 Banking |
Reconcile a bank statement and maintain financial records. | PartlyBanking & CheckingNot covered here: Reconciling is the other half and is not taught: the units keep the register but never put the bank’s own statement beside it and resolve the difference. |
| 1451.3.5 Banking |
Demonstrate familiarity with online and electronic banking procedures (e.g., recurring payments, bill payments, transfers, bank statements, etc.). | FullyBanking & Checking · Modern Payments, Scams & Fraud |
| 1451.3.6 Banking |
Discuss the costs and benefits of using alternative financial services relative to traditional banking. | No unit — see Banking lessons & worksheets · Banking articles |
| 1451.3.7 Banking |
Exhibit understanding of credit and/or debit cards. | FullyBanking & Checking · Credit & Borrowing · Modern Payments, Scams & Fraud |
| 1451.3.8 Banking |
Explain forms of financial exchange (cash, credit, debit, electronic fund transfer, foreign, etc.). | PartlyModern Payments, Scams & Fraud · Banking & CheckingNot covered here: Foreign exchange is named among the forms and appears in no published objective. |
| 1451.3.9 Banking |
Explain the time value of money. | FullySaving & Emergency Funds |
| 1451.3.10 Banking |
Compare the costs of cashing a check with various third parties, such as banks or credit unions, check cashing services and retail outlets. | No unit — see Banking lessons & worksheets · Banking articles |
4 · Spending and Budgeting
| Concept | What it asks for | Where the course covers it |
|---|---|---|
| 1451.4.1 Spending and Budgeting |
Classify expenses into needs or wants (e.g., living expenses, transportation, food, hobbies, entertainment, etc.). | FullyBudgeting & First Paycheck |
| 1451.4.2 Spending and Budgeting |
Identify short-term and long-term financial goals. | FullyBudgeting & First Paycheck · Saving & Emergency Funds |
| 1451.4.3 Spending and Budgeting |
Evaluate price, quality, product information, and payment options. | No unit — see Saving Money articles |
| 1451.4.4 Spending and Budgeting |
Understand the influences on spending and practices of a wise consumer who knows consumer rights and responsibilities (financial constraints, personal preferences, unique needs, peer pressure, warranties, specials, and advertising). | No unit — see Scams & Fraud articles · Legal Basics articles |
| 1451.4.5 Spending and Budgeting |
Analyze the pros and cons of buying versus renting/leasing. | FullyRenting & Major Purchases |
| 1451.4.6 Spending and Budgeting |
Explain how having a system for financial record keeping can make it easier to make financial decisions. | FullyBudgeting & First Paycheck · Banking & Checking |
| 1451.4.7 Spending and Budgeting |
Describe basic budgeting strategies including the paying yourself first strategy. | FullyBudgeting & First Paycheck · Saving & Emergency Funds |
| 1451.4.8 Spending and Budgeting |
Evaluate the advantages of using budgeting tools such as spreadsheets or apps. | FullyBudgeting & First Paycheck |
| 1451.4.9 Spending and Budgeting |
Construct, utilize, and monitor a budget to allocate current income to necessary and desired spending including estimates for both fixed and variable expenses. | FullyBudgeting & First Paycheck |
| 1451.4.10 Spending and Budgeting |
Explain the method of adjusting a budget for unexpected expenses or emergencies. | FullySaving & Emergency Funds · Budgeting & First Paycheck |
| 1451.4.11 Spending and Budgeting |
Identify specific steps one should take when researching charitable/non-profit organizations and the benefits of philanthropy. | No unit — see Small Business articles |
5 · Credit
| Concept | What it asks for | Where the course covers it |
|---|---|---|
| 1451.5.1 Credit |
Explain how a borrower's credit score can impact their cost of credit and their ability to obtain credit. | FullyCredit & Borrowing |
| 1451.5.2 Credit |
Explain key components of the Fair Credit Reporting Act and how it impacts lenders and borrowers and identify the primary organizations that maintain and provide consumer credit reports. | No unit — see Read a Credit Report pack · Legal Basics articles |
| 1451.5.3 Credit |
Explain how credit card grace periods, methods of interest calculation, payments, and feeds affect borrowing. | FullyCredit & Borrowing |
| 1451.5.4 Credit |
Give examples of unsecured and secured loans. | No unit — see Credit lessons & worksheets · Credit & Debt articles |
| 1451.5.5 Credit |
Differentiate adjustable rate and fixed rate loans (e.g., balloon payments, mortgages, etc.). | No unit — see Housing articles · Housing lessons & worksheets |
| 1451.5.6 Credit |
Identify and analyze examples of loans with various down payment scenarios, the effect on loans, and repayment motivation incentives. | No unit — see Credit lessons & worksheets · Credit & Debt articles |
| 1451.5.7 Credit |
Calculate how much an auto loan will cost given special offers as well as standard factors such as down payment, APR, and term. | No unit — see Cars & Auto articles · Worksheet generators |
| 1451.5.8 Credit |
Describe how failing to repay a loan can negatively impact a person's finances and life. | PartlyCredit & BorrowingNot covered here: The concept asks how failing to repay affects a person’s finances and life — employment, housing, insurance, collection. Those consequences are named by no published objective. |
| 1451.5.9 Credit |
Enumerate the components of a credit report, how long each data type is retained, what type of organizations can review credit reports (e.g., landlords, banks, employers, insurance, cell phone, etc.), and how one's credit score can impact a person's finances and life. | No unit — see Read a Credit Report pack |
| 1451.5.10 Credit |
Compare what happens if a borrower fails to make required payments on a secured loan, such as an auto loan or a home mortgage, versus failing to pay with a credit card account. | No unit — see Debt Relief articles |
| 1451.5.11 Credit |
Understand the importance of reviewing one's credit report and the steps to take to find and dispute errors. | No unit — see Read a Credit Report pack |
| 1451.5.12 Credit |
Create a plan for a person who is having difficulty repaying debt or increasing their credit score. | PartlyCredit & BorrowingNot covered here: The concept asks for a plan — a deliverable for a specific person in difficulty. No published objective sets that task, so a teacher has the content and still needs to assign the artefact. |
| 1451.5.13 Credit |
Describe the purpose of bankruptcy laws. | No unit — see Debt Relief articles |
| 1451.5.14 Credit |
Investigate the effects of bankruptcy on assets, employment, and future access to credit. | No unit — see Debt Relief articles |
6 · Savings, Investing, and Risk
| Concept | What it asks for | Where the course covers it |
|---|---|---|
| 1451.6.1 Savings, Investing, and Risk |
Describe how saving and investing are different. | FullyInvesting & Long-Term Growth · Saving & Emergency Funds |
| 1451.6.2 Savings, Investing, and Risk |
Compare the features of regular savings accounts, money market accounts, and CDs. | PartlySaving & Emergency Funds · Banking & CheckingNot covered here: Certificates of deposit are the third product this concept names and are not taught by name in any published objective. |
| 1451.6.3 Savings, Investing, and Risk |
Select a preferred location for a savings account based on a comparison of interest rates and fees at different types of financial instructions. | PartlySaving & Emergency FundsNot covered here: The concept asks students to select a location by comparing interest rates and fees at different institutions. The units teach the trade-off without putting two real offers side by side. |
| 1451.6.4 Savings, Investing, and Risk |
Explain how the savings strategy "pay yourself first" can help people achieve their saving goals. | FullySaving & Emergency Funds · Banking & Checking |
| 1451.6.5 Savings, Investing, and Risk |
Recognize the impact of inflation on savings. | No unit — see Economics lessons & worksheets · Politics & Economy articles |
| 1451.6.6 Savings, Investing, and Risk |
Understand why it is important to maintain an emergency fund. | FullySaving & Emergency Funds |
| 1451.6.7 Savings, Investing, and Risk |
Explain how external influences (e.g., peers, family, or social media) can impact personal savings decisions. | PartlySaving & Emergency FundsNot covered here: Social media is named explicitly in this concept and appears in no published objective, here or anywhere else in the course. |
| 1451.6.8 Savings, Investing, and Risk |
Identify strategies to manage psychological and emotional obstacles of saving. | PartlySaving & Emergency FundsNot covered here: The concept asks for strategies to manage those obstacles. The units identify them and then move to the arithmetic; the behavioral techniques — automating, separating accounts, commitment devices — are not taught. |
| 1451.6.9 Savings, Investing, and Risk |
Find the current rate paid on CDs at a bank and calculate the expected real rate after inflation. | No unit — see Investing lessons & worksheets · Investing articles · Economics lessons & worksheets · Politics & Economy articles |
| 1451.6.10 Savings, Investing, and Risk |
Explain why bonds are longer maturities generally earn a higher return than short-term bonds. | No unit — see Investing lessons & worksheets · Investing articles |
| 1451.6.11 Savings, Investing, and Risk |
Investigate the long-run average rates of returns on small company stocks, large company stocks, corporate bonds, and Treasury bonds. | No unit — see Investing lessons & worksheets · Investing articles |
| 1451.6.12 Savings, Investing, and Risk |
Explain why the expected rate of return on a value stock or mutual fund is likely to be lower than that of a growth stock or mutual fund. | No unit — see Investing lessons & worksheets · Investing articles |
| 1451.6.13 Savings, Investing, and Risk |
Describe the impact of inflation on prices over time. | No unit — see Economics lessons & worksheets · Politics & Economy articles |
| 1451.6.14 Savings, Investing, and Risk |
Predict what could happen to the price of the stock if new information is reported about the company or its products. | No unit — see Investing lessons & worksheets · Investing articles |
| 1451.6.15 Savings, Investing, and Risk |
Discuss the pros and cons of investing in a diversified mutual fund versus investing in a small number of individual stocks. | No unit — see Investing lessons & worksheets · Investing articles |
| 1451.6.16 Savings, Investing, and Risk |
Explain how target date retirement funds reallocate investments over time to meet their investment objectives. | No unit — see Retirement Planning articles |
| 1451.6.17 Savings, Investing, and Risk |
Compare tax rates paid on interest income versus short- and long-term capital gains. | No unit — see Taxes articles · Investing articles |
| 1451.6.18 Savings, Investing, and Risk |
Describe the advantages of investing through a tax-deferred account such as an IRA or 401(k) versus a taxable account. | PartlyInvesting & Long-Term GrowthNot covered here: The concept’s actual demand is the tax advantage of a deferred account against a taxable one, and no published objective compares them on tax. The unit’s own boundary is that it prints no tax figure. |
| 1451.6.19 Savings, Investing, and Risk |
Investigate the contribution limits and tax advantages of a traditional IRA versus a Roth IRA. | No unit — see Retirement Planning articles |
| 1451.6.20 Savings, Investing, and Risk |
Analyze the conditions under which it is appropriate for young adults to have life, health, and disability insurance to prevent risk, liabilities, and/or loss. | PartlyInsurance & RiskNot covered here: The concept is specifically about young adults and about life, health and disability cover. Those are the three policy types the unit touches least, and the life-stage framing is not taught. |
| 1451.6.21 Savings, Investing, and Risk |
Differentiate between types of insurance (e.g., homeowner's, automobile, accidental, disability, and life). | PartlyInsurance & RiskNot covered here: Life, disability and accidental cover are named here and are not taught by a published objective. |
| 1451.6.22 Savings, Investing, and Risk |
Explain different factors that impact insurance premiums, deductibles, and out-of-pocket costs. | FullyInsurance & Risk |
| 1451.6.23 Savings, Investing, and Risk |
Research the funding structure for state-, federal-, and government-based insurance programs and whom they cover. | No unit — see Benefits articles · Insurance articles |
| 1451.6.24 Savings, Investing, and Risk |
Describe conditions under which individuals should and should not disclose their Social Security Number (SSN), account numbers, or other sensitive information. | PartlyModern Payments, Scams & FraudNot covered here: The concept asks for the conditions under which one should disclose a Social Security number or account number, as well as when not to. The units teach the refusal well and never teach the legitimate case. |
| 1451.6.25 Savings, Investing, and Risk |
Provide examples of how online behavior, email and text message scams, telemarketers, and other methods make consumers vulnerable to privacy infringement, identity theft, and fraud and identity theft victim steps and strategies. | FullyModern Payments, Scams & Fraud |
| 1451.6.26 Savings, Investing, and Risk |
Recommend strategies to reduce the risk of identity theft and financial fraud. | FullyModern Payments, Scams & Fraud |
7 · Taxes
| Concept | What it asks for | Where the course covers it |
|---|---|---|
| 1451.7.1 Taxes |
Explain where income taxes are collected from and how they provide revenue for public expenses. | PartlyTaxes & First FilingNot covered here: The second half of the concept — how that revenue funds public expenses — is covered by the unit’s linked free lessons rather than by a published objective of its own. |
| 1451.7.2 Taxes |
Identify which level(s) of government typically receive(s) the tax revenue for income taxes, payroll taxes, property taxes, and sales taxes. | No unit — see Taxes lessons & worksheets · Taxes articles |
| 1451.7.3 Taxes |
Read a pay stub and describe the different tax deductions and identify what types of income are taxed. | FullyBudgeting & First Paycheck · Taxes & First Filing |
| 1451.7.4 Taxes |
Analyze how different IRS Forms affect tax reporting. | FullyTaxes & First Filing |
| 1451.7.5 Taxes |
Complete a 1040 Tax Form. | FullyTaxes & First Filing |
The Gaps
The 35 standards these units do not teach
No single course covers 85 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.
- 1451.1.6 Discuss traditional and non-traditional roles in the workforce.Traditional and non-traditional roles in the workforce. No published objective addresses who does which work or why that has changed. Elsewhere on this site: Jobs & Career articles.
- 1451.1.8 Differentiate between hard and soft skills.Differentiating hard skills from soft skills. Careers Day 2 practises interview answers and Day 1 names what a career requires, but the distinction itself is taught by no published objective. Elsewhere on this site: Jobs & Career articles.
- 1451.1.10 Contextualize the minimum wage and median wage in your state.Contextualising the minimum wage and the median wage in West Virginia. This is a state-specific, figure-bearing concept and the units deliberately print no wage benchmarks, so nothing supports it. Elsewhere on this site: Jobs & Career articles, Politics & Economy articles.
- 1451.1.11 Explain the benefits of joining a professional organization and identify professional organizations that could help you grow your career related to its costs.The benefits and costs of joining a professional organization. No published objective addresses professional associations. Elsewhere on this site: Jobs & Career articles.
- 1451.1.12 Discuss how state unemployment programs can help reduce economic hardship caused by job losses during a recession or pandemic.How state unemployment programs reduce economic hardship during a recession or pandemic. A public-programs concept; nothing in these units covers it. Elsewhere on this site: Benefits articles, Politics & Economy articles.
- 1451.2.2 Explain the difference between earned and unearned income.The difference between earned and unearned income. It matters for tax treatment and for benefits eligibility, and no published objective draws the distinction. Elsewhere on this site: Taxes articles, Extra Income articles.
- 1451.2.6 Explain how using payday loans can cause a cycle of debt.How payday loans cause a cycle of debt. West Virginia names payday lending here and nowhere else in the course; no published objective covers it, and it is one of the shorter gaps on this page to fill. Elsewhere on this site: Debt Relief articles, Credit & Debt articles.
- 1451.3.6 Discuss the costs and benefits of using alternative financial services relative to traditional banking.The costs and benefits of alternative financial services relative to traditional banking — the check casher, the prepaid card, the money order. No published objective covers the unbanked or under-banked case. Elsewhere on this site: Banking lessons & worksheets, Banking articles.
- 1451.3.10 Compare the costs of cashing a check with various third parties, such as banks or credit unions, check cashing services and retail outlets.Comparing what it costs to cash a check at a bank or credit union against a check-cashing service or a retail outlet. Nothing in these units prices that comparison. Elsewhere on this site: Banking lessons & worksheets, Banking articles.
- 1451.4.3 Evaluate price, quality, product information, and payment options.Evaluating price, quality, product information and payment options — comparison shopping at the point of sale. The units compare job offers and housing options carefully and never compare two products, so no published objective supports this. Elsewhere on this site: Saving Money articles.
- 1451.4.4 Understand the influences on spending and practices of a wise consumer who knows consumer rights and responsibilities (financial constraints, personal preferences, unique needs, peer pressure, warranties, specials, and advertising).The influences on spending, and the rights and responsibilities of a wise consumer. Advertising, social pressure and consumer rights are each named by this concept and none appears in a published objective. Elsewhere on this site: Scams & Fraud articles, Legal Basics articles.
- 1451.4.11 Identify specific steps one should take when researching charitable/non-profit organizations and the benefits of philanthropy.Researching charitable and non-profit organizations, and the benefits of philanthropy. Giving appears in no published objective, here or as a budget line. Elsewhere on this site: Small Business articles.
- 1451.5.2 Explain key components of the Fair Credit Reporting Act and how it impacts lenders and borrowers and identify the primary organizations that maintain and provide consumer credit reports.The Fair Credit Reporting Act, how it binds lenders and borrowers, and the organizations that maintain credit reports. No published objective names the bureaus or the statute. Elsewhere on this site: Read a Credit Report pack, Legal Basics articles.
- 1451.5.4 Give examples of unsecured and secured loans.Examples of secured and unsecured loans. The Credit unit teaches the cost of credit without classifying loans by what backs them, and no published objective draws the distinction. Elsewhere on this site: Credit lessons & worksheets, Credit & Debt articles.
- 1451.5.5 Differentiate adjustable rate and fixed rate loans (e.g., balloon payments, mortgages, etc.).Adjustable-rate against fixed-rate loans, balloon payments and mortgages. Home finance sits outside the Renting unit’s published scope and outside the Credit unit’s. Elsewhere on this site: Housing articles, Housing lessons & worksheets.
- 1451.5.6 Identify and analyze examples of loans with various down payment scenarios, the effect on loans, and repayment motivation incentives.How different down payments change a loan, and repayment incentives. Nothing in these units models a down payment against a loan. Elsewhere on this site: Credit lessons & worksheets, Credit & Debt articles.
- 1451.5.7 Calculate how much an auto loan will cost given special offers as well as standard factors such as down payment, APR, and term.Calculating what an auto loan costs from down payment, APR and term. Credit Day 4 teaches APR and how interest accrues on a revolving balance; it does not run an installment loan to a total, which is what this concept asks for. Elsewhere on this site: Cars & Auto articles, Worksheet generators.
- 1451.5.9 Enumerate the components of a credit report, how long each data type is retained, what type of organizations can review credit reports (e.g., landlords, banks, employers, insurance, cell phone, etc.), and how one's credit score can impact a person's finances and life.What a credit report contains, how long each kind of entry is retained, and who may review one. Credit Day 3 teaches the score; the report behind it is not read. Elsewhere on this site: Read a Credit Report pack.
- 1451.5.10 Compare what happens if a borrower fails to make required payments on a secured loan, such as an auto loan or a home mortgage, versus failing to pay with a credit card account.What happens when a borrower defaults on a secured loan against a credit card — repossession and foreclosure against collection. No published objective covers either. Elsewhere on this site: Debt Relief articles.
- 1451.5.11 Understand the importance of reviewing one's credit report and the steps to take to find and dispute errors.Reviewing your own credit report and disputing an error on it. This is the practical half of the credit-report gap and is worth adding beside Credit Day 3. Elsewhere on this site: Read a Credit Report pack.
- 1451.5.13 Describe the purpose of bankruptcy laws.The purpose of bankruptcy laws. The Credit unit’s published scope stops at keeping a card under control. Elsewhere on this site: Debt Relief articles.
- 1451.5.14 Investigate the effects of bankruptcy on assets, employment, and future access to credit.The effects of bankruptcy on assets, employment and future access to credit. Together with the concept above, bankruptcy is a two-concept gap in West Virginia’s Credit standard. Elsewhere on this site: Debt Relief articles.
- 1451.6.5 Recognize the impact of inflation on savings.The impact of inflation on savings. This is the single most consequential gap on the page: without it a student concludes that money kept safe keeps its value. No published objective covers inflation. Elsewhere on this site: Economics lessons & worksheets, Politics & Economy articles.
- 1451.6.9 Find the current rate paid on CDs at a bank and calculate the expected real rate after inflation.Finding a bank’s current CD rate and calculating the real rate after inflation. It needs both a live rate and inflation, and the units print neither. Elsewhere on this site: Investing lessons & worksheets, Investing articles, Economics lessons & worksheets, Politics & Economy articles.
- 1451.6.10 Explain why bonds are longer maturities generally earn a higher return than short-term bonds.Why longer-maturity bonds generally earn more than short-term bonds. The first of the securities-market concepts described in the note above the table. Elsewhere on this site: Investing lessons & worksheets, Investing articles.
- 1451.6.11 Investigate the long-run average rates of returns on small company stocks, large company stocks, corporate bonds, and Treasury bonds.Long-run average returns on small-company stocks, large-company stocks, corporate bonds and Treasuries. The Investing unit prints no rate of return by design, so this cannot be met from it. Elsewhere on this site: Investing lessons & worksheets, Investing articles.
- 1451.6.12 Explain why the expected rate of return on a value stock or mutual fund is likely to be lower than that of a growth stock or mutual fund.Why a value stock or fund is expected to return less than a growth one. Fund styles are not taught. Elsewhere on this site: Investing lessons & worksheets, Investing articles.
- 1451.6.13 Describe the impact of inflation on prices over time.The impact of inflation on prices over time — the second of the two inflation concepts in this standard, and absent for the same reason. Elsewhere on this site: Economics lessons & worksheets, Politics & Economy articles.
- 1451.6.14 Predict what could happen to the price of the stock if new information is reported about the company or its products.Predicting what news about a company does to its share price. Market pricing is outside the Investing unit’s published scope. Elsewhere on this site: Investing lessons & worksheets, Investing articles.
- 1451.6.15 Discuss the pros and cons of investing in a diversified mutual fund versus investing in a small number of individual stocks.Diversification — a diversified fund against a handful of individual stocks. ⭐ The Investing unit names this one itself: its pacing guide points at the free interactive Investing Basics lesson, whose diversification round is the drill the unit deliberately does not rebuild. So the material exists; it is just not a published objective of the unit. Elsewhere on this site: Investing lessons & worksheets, Investing articles.
- 1451.6.16 Explain how target date retirement funds reallocate investments over time to meet their investment objectives.How target-date retirement funds reallocate over time. Fund structure is not taught. Elsewhere on this site: Retirement Planning articles.
- 1451.6.17 Compare tax rates paid on interest income versus short- and long-term capital gains.Tax rates on interest income against short- and long-term capital gains. The Taxes unit prints no rate or bracket by design, so this cannot be met from it either. Elsewhere on this site: Taxes articles, Investing articles.
- 1451.6.19 Investigate the contribution limits and tax advantages of a traditional IRA versus a Roth IRA.Contribution limits and tax advantages of a traditional IRA against a Roth. Contribution limits are a figure that changes annually, and the units print no such figures by design. Elsewhere on this site: Retirement Planning articles.
- 1451.6.23 Research the funding structure for state-, federal-, and government-based insurance programs and whom they cover.How state, federal and government-based insurance programs are funded and whom they cover. Public programs are outside these units entirely. Elsewhere on this site: Benefits articles, Insurance articles.
- 1451.7.2 Identify which level(s) of government typically receive(s) the tax revenue for income taxes, payroll taxes, property taxes, and sales taxes.Which level of government receives income, payroll, property and sales tax. The unit teaches what a first filer pays; it does not sort taxes by the government that collects them, and property and sales tax are outside it entirely. Elsewhere on this site: Taxes lessons & worksheets, Taxes articles.
For Your Documentation
Using this in a curriculum map
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