Todd Zartman, economic education manager at the Philadelphia Fed and a graduate of UD’s economics and entrepreneurship for educators program, said the curriculum’s flexibility is key to its classroom use.
“The lessons are designed to meet students where they are,” Zartman said. “They encourage students to make connections between economic concepts and decisions they see in their own communities.”
Barbara Emery, who joined CEEE when the program launched, said Keys was designed to emphasize application, not memorization.
“Understanding how to use financial information expands students’ choices,” Emery said. “That has always been central to the course.”
Connecting research and practice
Research by James B. O’Neill Director Carlos Asarta and Elementary School Program Coordinator Bonnie Meszaros of CEEE, along with Hill, published in the International Review of Economics Education, found that students demonstrate significant gains in personal finance knowledge when the Keys curriculum is taught as a semester-long course by trained educators. Additional research published in the International Handbook of Financial Literacy shows that the curriculum and training model also reduces gender gaps commonly found in financial literacy outcomes.
Rebecca Chambers, economic education adviser at the Philadelphia Fed and a UD doctoral alumna in economic education, said the program benefits from ongoing feedback between researchers and teachers.
“Classroom experience informs the research, and research informs the classroom,” Chambers said. “That exchange is essential.”
Preparing teachers for implementation
As the state moves toward full implementation of HB 203, CEEE and its partners are expanding professional development opportunities for teachers during the transition period. Training focuses on both content and instructional strategies, helping educators feel prepared to deliver the curriculum while also strengthening their own financial understanding.
Emery noted that the benefits of training often extend beyond student outcomes.
“Teachers frequently tell us they gain knowledge they hadn’t previously received formal training in,” she said.
Meaghan Vitale, an economic education specialist at the Philadelphia Fed and a UD doctoral student, said teacher feedback plays a critical role in refining the program.
“We listen closely to teachers about what works in their classrooms,” Vitale said. “That helps us adapt lessons to current school environments.”
Classroom impact
Holliday said the curriculum supports both conceptual understanding and practical application.
“Lessons like ‘A Tale of Two Savers’ help students see the long-term effects of everyday choices,” Holliday said. “They begin to understand how saving, spending and opportunity cost affect future outcomes.”
She added that the curriculum’s structure supports consistent implementation across classrooms.
“The materials are aligned with Delaware’s standards and ready to use,” Holliday said. “That consistency matters.”
As HB 203 moves from policy to practice, Keys to Financial Success 5.0 represents a transition from long-standing classroom work to statewide implementation. Built through sustained collaboration among educators, researchers and partners, the program provides a framework for financial literacy instruction as Delaware prepares to make personal finance education part of every student’s path to graduation.