WASHINGTON, DC - April 5, 2006 - The Jump$tart Coalition® for Personal Financial Literacy nationwide biennial survey of financial literacy reveals that, while there has been an increase in the number of survey questions that students answered correctly, the rate of that increase is growing slowly. The students taking the Jump$tart survey demonstrated an increased aptitude and ability to manage financial resources such as credit cards, insurance, retirement funds and savings accounts at a level slightly higher than in 2004.

"We also experienced increased participation this year, both in the number of students and the number of high schools," said Laura Levine, executive director, of the national coalition.

"These increased levels of participation indicate that educators across the country are beginning to recognize the importance of financial literacy and the need for financial literacy education. I hope we see more improvement in performance in the near future. And, I hope that more state education departments and state governments move financial literacy to the top of the priority list."

The comprehensive written survey of 5775 high school students in 37 states measured 12th graders' level of knowledge of personal finance basics and compared the results with those from similar surveys conducted in 2004, 2002, 2000 and 1997. The survey was administered by individual teachers in classes other than finance and management, mostly English and Social Studies classes.

The average score for the 2005-06 survey was 52.4 percent, up marginally from 52.3 percent in the 2003-04 survey. After falling from 57.3 percent in the 1997-98 survey, financial literacy scores are up from the low of 50.2 percent in 2002 but now seem to hover in the low- to mid-50 percent range.

"This indicates that, despite the attention now paid to the lack of financial literacy, the problem is not about to resolve itself any time soon," said Lewis Mandell, Ph.D., professor of finance and managerial economics at SUNY Buffalo School of Management, who conducted the survey for Jump$tart.

Compounding the problem of low financial literacy scores is their distribution. In the current survey, white students scored an average of 55 percent while African Americans scored significantly lower at 44.7 percent; and Hispanics, 46.8 percent. It is interesting to note that students from the highest income families, more than $80,000 per year, have widened their margins over the next highest group, those with incomes from $40 to $80 thousand dollars.

Prior to 2002, financial literacy scores dropped for students from the highest income families, presumably because family affluence shielded them from having to take much responsibility for their lives and immediate futures.

"This has apparently changed, but we don't know whether it is due to more focus on this issue on the part of more affluent families and school districts or perhaps to the rapidly rising costs of higher education and the necessity for even the affluent students to bear more of the responsibility for their financial futures," Professor Mandell continued.

A number of important concepts are not well understood by the next generation. Only 14.2 percent felt that stocks are likely to have higher average returns than savings bonds, savings accounts and checking accounts over the next 18 years in spite of the fact that there has never been an 18 years period when this was not true. This year's percentage was the lowest since the Jump$tart surveys began and probably indicates why so few young people invest in stocks, even through their 401(k).

"We target students in classes other than finance and money management because we are testing general financial literacy and not what students can recall from a financial management course," Levine, pointed out. "Clearly the survey demonstrates the large gap between what students know and learn from life-experiences and the need on the part of adults to find the right combination that will make financial literacy meaningful to young adults leaving the safety of high school."

Examples:
Only 22.7 percent understand that interest on savings accounts may be taxable if one's income is high enough.
Only 40.3 percent realize that they could lose their health insurance if their parents become unemployed.
On the positive side, more than half know that a just-enacted Federal law allows them to check their credit rating for free once a year.

The proportion of students who reported having taken an entire course in money management or personal finance was 16.7 percent, up from 14.6 percent in 2002 but down from a high of 20.1 percent in 2004. Unfortunately, the mean financial literacy score for students who had taken such a course was 51.6 percent, slightly below the average for all students.

Some previous Jump$tart surveys have shown this figure to be slightly above the national average and some slightly below, but it is clear that students don't appear to be learning or retaining those things that are needed for making important financial decisions in their own interest.

"All individuals, whether they go on to college or directly into the work force, need the skills and know-how to make important financial life decisions," said Eddy Bayardelle, President of the Merrill Lynch Foundation, the sponsor of the survey.

"Merrill Lynch, like the Jumpstart Coalition, believes that by measuring students' basic financial knowledge, we learn where additional educational programming is needed and how business, education and government can team up to fill the gaps. The 2006 survey is one of the most significant barometers of our future generation's personal financial success and economic independence," he continued.

To see whether financial literacy, as measured by the Jump$tart survey, is even useful in making important financial decisions, the 38.7 percent of students who reported having a checking account were asked whether they ever bounced a check. Those who have never bounced a check had average financial literacy scores of 53.4 percent while those who had bounced a check averaged just 45.8 percent showing that this behavior, at least, is strongly related to financial literacy.

"It is also possible that students don't focus much on financial literacy and don't retain what they have learned because they don't think it is relevant to their lives," Dr. Mandell stated.

To test this, three new questions were added. The first asked students to choose the greatest cause of serious financial difficulty, where families can't pay their bills. Those who blamed it on bad luck, such as unexpected illness or job loss, had average financial literacy scores of 49 percent. Those who felt that it was due to buying too much on credit had average scores of 55 percent.

A second question asked how bad they thought it was for families who don't have enough money to pay their bills. Those who said it was "not so bad, a lot of families go through this," had average financial literacy scores of 43.2 percent.

A third question asked students what they think happens to older people when they retire if they haven't saved much money and don't have a good pension from their former jobs. Those who feel that such people live pretty well on Social Security had average scores of 39.9 percent. Those who felt that "they find it tough to live on Social Security" averaged 56 percent.

The Jump$tart survey, conducted primarily this past December and January, consisted of a written examination administered to 12th graders in 305 schools across the United States.

About Jump$tart
In its 10-year history, the Jump$tart Coalition® has brought visibility and-through its biennial survey of high school seniors-research-based data to the financial literacy movement. Jump$tart is a Washington, DC-based not-for-profit organization that seeks to improve the personal financial literacy of students in kindergarten through college. It is mentioned prominently each year in Congressional resolutions proclaiming April "Financial Literacy for Youth" Month. The coalition has grown to include more than 170 national partners and 44 affiliated state coalitions. One of its premier services is the Jump$tart Personal Finance Clearinghouse, which lists more than 580 titles of financial literacy materials available for all and can be found at www.jumpstartclearinghouse.org. More information about Jump$tart and its biennial survey can be found at www.jumpstart.org, including a media press kit in the "News" section.

Press Note: A copy of the survey questionnaire is posted on the Jump$tart web site at www.jumpstart.org in the Downloads section. Professor Mandell, Ms. Levine and other Jump$tart representatives are available for interviews. To schedule an interview with one of these spokespersons, please contact Laura Levine at (703) 327-3243 work or (703) 304-3852 mobile or llevine@jumpstart.org.

About Merrill Lynch's Philanthropy: Merrill Lynch was founded on the idea that the world is full of opportunity. Opening the door to that opportunity for underserved children and youth is the focus of the firm's global philanthropy. In 2005, Merrill Lynch giving totaled more than $37 million, with education receiving nearly half of that support. Merrill Lynch's flagship program Investing Pays Off(r)--or IPO(r)-helps create a level playing field for youngsters of all backgrounds through financial literacy and business savvy. The program strength lies in a free curriculum, the involvement of Merrill Lynch volunteers and online educational resources at http://volunteer.ml.com.

2006 Senate Resolution

109th CONGRESS
2d Session
S. RES. 410

Designating April 2006 as 'Financial Literacy Month'.
IN THE SENATE OF THE UNITED STATES

March 28, 2006



March 29, 2006
Previous adoption vitiated; considered and agreed to with an amended preamble
________________________________________
RESOLUTION

Designating April 2006 as 'Financial Literacy Month'.

Whereas the personal savings rate of United States citizens in 2005 was negative 0.5 percent, marking the first time that the rate has been negative since the Great Depression year of 1933;

Whereas in 2005, only 42 percent of workers or their spouses calculated the amount that they needed to save for retirement, down from 53 percent in 2000;

Whereas the 2005 Retirement Confidence Survey found that a majority of workers believe that they are behind schedule on their retirement savings and that their debt is a problem;

Whereas during the third quarter of 2005, the household debt of United States citizens reached $11,000,000,000,000;

Whereas during the third quarter of 2005, individuals serviced their debt with a record 13.75 percent of after-tax income;

Whereas nearly 1,600,000 individuals filed for bankruptcy in 2004;

Whereas approximately 75,000,000 individuals remain credit-challenged and unbanked, or are not using insured, mainstream financial institutions;

Whereas expanding access to the mainstream financial system will provide individuals with less expensive and more secure options for managing their finances and building wealth;

Whereas a greater understanding of and familiarity with financial markets and institutions will lead to increased economic activity and growth;

Whereas financial literacy empowers individuals to make wise financial decisions and reduces the confusion caused by the increasingly complex economy of the United States;

Whereas only 26 percent of individuals who were between the ages of 13 and 21 reported that their parents actively taught them how to manage money;

Whereas the majority of college seniors have 4 or more credit cards, and the average college senior carries a balance of $3,000;

Whereas 1 in every 10 college students has more than $7,000 of debt;

Whereas many college students pay more in interest on their credit cards than on their student loans;

Whereas a 2004 Survey of States by the National Council on Economic Education found that 49 States include the subject of economics in their elementary and secondary education standards, and 38 States include personal finance, up from 48 and 31 States, respectively, in 2002;

Whereas a 2004 study by the Jump$tart Coalition for Personal Financial Literacy found that high school seniors scored higher than their previous class on an exam about credit cards, retirement funds, insurance, and other personal finance basics for the first time since 1997;

Whereas, in spite of the improvement in test scores, 65 percent of all participating students still failed the exam;

Whereas individuals develop personal financial management skills and lifelong habits during their childhood;

Whereas personal financial education is essential to ensure that individuals are prepared to manage money, credit, and debt, and become responsible workers, heads of households, investors, entrepreneurs, business leaders, and citizens;

Whereas Congress found it important to coordinate Federal financial literacy efforts and formulate a national strategy; and Whereas, in light of that finding, Congress established the Financial Literacy and Education Commission in 2003 and designated the Office of Financial Education of the Department of the Treasury to provide support for the Commission: Now, therefore, be it

Resolved, That the Senate--

(1) designates April 2006 as 'Financial Literacy Month' to raise public awareness about--
(A) the importance of financial education in the United States; and
(B) the serious consequences that may result from a lack of understanding about personal finances; and
(2) calls on the Federal Government, States, localities, schools, nonprofit organizations, businesses, and the citizens of the United States to observe the month with appropriate programs and activities.

2006 House Resolution

109th CONGRESS
2d Session
H. RES. 737

Supporting the goals and ideals of Financial Literacy Month, and for other purposes.

IN THE HOUSE OF REPRESENTATIVES

March 28, 2006

________________________________________
RESOLUTION

Supporting the goals and ideals of Financial Literacy Month, and for other purposes.

Whereas personal financial literacy is essential to ensure that individuals are prepared to manage money, credit, and debt, and become responsible workers, heads of households, investors, entrepreneurs, business leaders, and citizens;

Whereas a 2004 survey completed by the National Council on Economic Education found that the number of States that include personal finance in education standards for students in kindergarten through high school has improved since 2002 but still falls below 2000 levels;

Whereas a study completed in 2004 by the Jump$tart Coalition for Personal Financial Literacy found that high school seniors know less about principles of basic personal finance than did high school seniors 7 years earlier;

Whereas 55 percent of college students acquire their first credit card during their first year in college, and 92 percent of college students acquire at least 1 credit card by their second year in college, yet only 26 percent of people between the ages of 13 and 21 reported that their parents actively taught them how to manage money;

Whereas studies show that as many as 10 million households in the United States are `unbanked' or are without access to mainstream bank products and services;

Whereas personal savings as a percentage of personal income decreased from 7.5 percent in the early 1980s to -0.2 percent in the last quarter of 2005;

Whereas, although more than 42 million people in the United States participate in qualified cash or deferred arrangements described in section 401(k) of the Internal Revenue Code of 1986 (commonly referred to as `401(k) plans'), a Retirement Confidence Survey conducted in 2004 found that only 42 percent of workers surveyed have calculated how much money they will need to save for retirement and 37 percent of workers say that they are not currently saving for retirement;

Whereas personal financial management skills and lifelong habits develop during childhood;

Whereas financial literacy has been linked to lower delinquency rates for mortgage borrowers, higher participation and contribution rates in retirement plans, improved spending and saving habits, higher net worth, and positive knowledge, attitude, and behavior changes;

Whereas expanding access to the mainstream financial system provides individuals with lower-cost and safer options for managing finances and building wealth and is likely to lead to increased economic activity and growth;

Whereas a credit report and credit score can impact an individual's ability to, for example, obtain a job, insurance, or housing, and a March 2005, report by the Comptroller General entitled `Credit Reporting Literacy' found that `educational efforts could potentially increase consumers' understanding of the credit reporting process' and those `efforts should target those areas in which consumers' knowledge was weakest and those subpopulations that did not score as well on GAO's survey,' including those with `less education, lower incomes, and less experience obtaining credit';

Whereas public, consumer, community-based, and private sector organizations throughout the United States are working to increase financial literacy rates for Americans of all ages and walks of life through a range of outreach efforts, including media campaigns, websites, and one-on-one counseling for individuals;

Whereas Congress sought to implement a national strategy for coordination of Federal financial literacy efforts through the establishment of the Financial Literacy and Education Commission (FLEC) in 2003, the designation of the Office of Financial Education of the Department of the Treasury to provide support for the Commission, and requirements that the Commission's materials, website, toll-free hotline, annual report, and national multimedia campaign be multilingual;

Whereas Members of the United States House of Representatives established the Financial and Economic Literacy Caucus (FELC) in February 2005 to (1) provide a forum for interested Members of Congress to work in collaboration with the Financial Literacy and Education Commission, (2) highlight public and private sector best-practices, and (3) organize and promote financial literacy legislation, seminars, and events, such as Financial Literacy Month in April 2006 and the annual Financial Literacy Day fair on April 25, 2006; and Whereas the National Council on Economic Education, its State Councils and Centers for Economic Education, the Jump$tart Coalition for Personal Financial Literacy, its State affiliates, and its partner organizations, and Junior Achievement have designated April as Financial Literacy Month to educate the public about the need for increased financial literacy for youth and adults in the United States: Now, therefore, be it

Resolved, That the House of Representatives--
(1) supports the goals and ideals of Financial Literacy Month, including raising public awareness about the importance of financial education in the United States and the serious consequences that may result from a lack of understanding about personal finances; and
(2) requests that the President issue a proclamation calling on the Federal Government, States, localities, schools, nonprofit organizations, businesses, other entities, and the people of the United States to observe the month with appropriate programs and activities with the goal of increasing financial literacy rates for individuals of all ages and walks of life.