RT Journal Article SR Electronic T1 High School Curriculum and Financial Outcomes: The Impact of Mandated Personal Finance and Mathematics Courses JF Journal of Human Resources JO J Hum Resour FD University of Wisconsin Press SP 656 OP 698 DO 10.3368/jhr.51.3.0113-5410R1 VO 51 IS 3 A1 Cole, Shawn A1 Paulson, Anna A1 Shastry, Gauri Kartini YR 2016 UL http://jhr.uwpress.org/content/51/3/656.abstract AB Financial literacy and cognitive capabilities are convincingly linked to the quality of financial decision-making. Yet, there is little evidence that education intended to improve financial decision-making is successful. Using plausibly exogenous variation in exposure to state-mandated personal finance and mathematics high school courses, affecting millions of students, this paper answers the question “Can high school graduation requirements impact financial outcomes?” The answer is yes, although not via traditional personal finance courses, which we find have no effect on financial outcomes. Instead, we find additional mathematics training leads to greater financial market participation, investment income, and better credit management, including fewer foreclosures.