Economics of Personal Finance
Course Description:
Economics of Personal Finance examines the decision-making processes behind earning money, spending money, saving and investing to build wealth, using credit, insuring one’s self and possessions, and investing in an education. This course is aligned to the Michigan’s K-12 Social Studies standards for Economics: Personal Finance (E4).
Course Details:
| Course Title (District): |
Economics of Personal Finance |
| Course Title (NCES SCED) : |
Particular Topics in Economics |
| Course Provider : |
Michigan Virtual |
| Content Provided By : |
Michigan Virtual |
| Online Instructor Provided By : |
Michigan Virtual |
| Standards Addressed : |
Michigan Merit Curriculum, Michigan High School Content Expectations |
| Alignment Document : |
https://docs.google.com/document/d/1F6MDGlvwkiZuTMTc4Uxiw14g0XV-qpYTC3j8ZpLXpZk/edit?usp=sharing |
| Academic Terms : |
Accelerated, Semester, Trimester, Open Entry / Fixed End |
| NCES SCED Code : |
| Subject Area : |
Social Sciences and History |
| Course Identifier : |
Particular Topics in Economics |
| Course Level : |
High School (Secondary) |
| Available Credit : |
0.5 |
| Sequence : |
1 of 1 |
|
How To Enroll:
Students and Parents: It is important to work closely with your local school counselor or
registrar to follow the school's enrollment procedures. By clicking the "Start Registration
Request" button below, you will be able to notify the school of your interest in registering for
the online course. However, it is the responsibility of the district or school to review the
registration request and approve or deny the request. Please make a note to follow up with
your school after submitting a registration request.
Start Registration Request
Additional Course Information:
- Email: [email protected]
- Phone: (888) 889-2840
Additional Cost: $0.0
Additional Cost Description: None
Upon completion of this course, students will be able to:
- conduct research regarding potential income, non-income factors that may influence career choice, benefits and costs of obtaining the necessary education or technical skills, taxes a person is likely to pay, and other possible sources of income
- describe the factors that consumers may consider when purchasing a good or service
- identify the incentives people have to set aside income for future consumption, and evaluate the impact of time, interest rates, and inflation upon the value of savings
- evaluate the benefits, costs, and potential impacts of using credit to purchase goods and services
- analyze the risks, expected rate of return, tax benefits, impact of inflation, and the importance of diversification when investing in financial assets
- assess the financial risk of lost income, assets, health, or identity, and determine if a person should accept the risk exposure, reduce risk, or transfer the risk to others by paying a fee now to avoid the possibility of a larger loss later
iNACOL National Standards for Quality Online Courses
| Academic Content Standards and Assessments |
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| The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways. |
Pilot: Review Pending
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| The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards. |
Pilot: Review Pending
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| The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. |
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| Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. |
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| Multiple learning resources and materials to increase student success are available to students before the course begins. |
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| Course Overview and Introduction |
Rating
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Comments |
| Clear, complete course overview and syllabus are included in the course. |
Pilot: Review Pending
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| Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. |
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| Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. |
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| Legal and Acceptable Use Policies |
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Comments |
| The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising. |
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| Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated. |
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| Privacy policies are clearly stated. |
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| Instructor Resources |
Rating
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Comments |
| Online instructor resources and notes are included. |
Pilot: Review Pending
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| Assessment and assignment answers and explanations are included. |
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cebsch |
| Accessing Course Effectiveness |
Rating
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Comments |
| The course provider uses multiple ways of assessing course effectiveness. |
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| The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. |
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| Course Updates |
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Comments |
| The course is updated periodically to ensure that the content is current. |
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| Certification |
Rating
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Comments |
| Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA. |
Pilot: Review Pending
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| Instructor and Student Support |
Rating
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Comments |
| Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available. |
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| The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. |
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| Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment. |
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| Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online. |
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| The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students. |
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| Students are offered an orientation for taking an online course before starting the coursework. |
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cebsch |
| Instructional and Audience Analysis |
Rating
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Comments |
| Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum. |
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| Course, Unit and Lesson Design |
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Comments |
| The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content. |
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| Instructional Strategies and Activities |
Rating
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Comments |
| The course instruction includes activities that engage students in active learning. |
Pilot: Review Pending
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| The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways. |
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| The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. |
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| The course provides options for the instructor to adapt learning activities to accommodate students’ needs. |
Pilot: Review Pending
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| Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. |
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| Communication and Interaction |
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Comments |
| The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress. |
Pilot: Review Pending
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| The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students. |
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| The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. |
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| Resources and Materials |
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Comments |
| Students have access to resources that enrich the course content. |
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cebsch |
| Evaluation Strategies |
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Comments |
| Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated. |
Pilot: Review Pending
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| The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. |
Pilot: Review Pending
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| Feedback |
Rating
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Comments |
| Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. |
Pilot: Review Pending
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| Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. |
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| Assessment Resources and Materials |
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Comments |
| Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. |
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| Grading rubrics are provided to the instructor and may be shared with students. |
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| The grading policy and practices are easy to understand. |
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cebsch |
| Course Architecture |
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Comments |
| The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. |
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| The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. |
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| User Interface |
Rating
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Comments |
| Clear and consistent navigation is present throughout the course. |
Pilot: Review Pending
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| Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. |
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| Technology Requirements and Interoperability |
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Comments |
| All technology requirements (including hardware, browser, software, etc...) are specified. |
Pilot: Review Pending
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| Prerequisite skills in the use of technology are identified. |
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| The course uses content-specific tools and software appropriately. |
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| The course is designed to meet internationally recognized interoperability standards. |
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| Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. |
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| Accessibility |
Rating
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Comments |
| Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0). |
Pilot: Review Pending
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| Data Security |
Rating
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Comments |
| Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). |
Pilot: Review Pending
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cebsch |
Review Conducted By: Quality Matters
Date of Review:
03/25/2019
Getting Started
Earning Money
Spending Smart
Save, Invest, and Build Wealth
All About Credit
How Insurance Works
School and Money
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Students can use chat, email or private message system within the course to access highly qualified teachers when they need instructor assistance.
