Financial Literacy for Students Act

Referred to the House Committee on Education and the Workforce.

Congressional Research Service

Official summary

Version 00 · Introduced in House · May 18, 2017

Financial Literacy for Students Act

This bill amends the Elementary and Secondary Education of 1965 (ESEA) to authorize the Department of Education to award matching grants to states to: (1) integrate financial literacy education into public elementary and secondary schools that are eligible for school improvement funds under title I of the ESEA, and (2) train states' secondary school financial literacy or entrepreneurship teachers to teach financial literacy in core academic subjects.

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People & committees

Who introduced it

Rep. Cartwright, Matt [D-PA-17] · D–PA

Committees

Education and Workforce Committee

19 cosponsorship records, including any withdrawals

Legislative record

Actions

A procedural vote is different from passage. Passage in one chamber does not establish enactment. Explore the glossary.

May 18, 2017
Referred to the House Committee on Education and the Workforce.
May 18, 2017
Introduced in House
May 18, 2017
Introduced in House

Primary sources

Bill text & related measures

Text links open the official source. We currently store references to these documents.

Introduced in House · May 18, 2017 Formatted Text PDF Formatted XML

Related bills identified by Congress.gov

HR 346 · Financial Literacy for Students Act

Source last updated: Aug 11, 2025. Consult Congress.gov for the current record.

AI Conversation Starters

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Neutral evidence review

Objective

Analyze H.R.2525 as objectively as possible. Explain its main provisions, who would be affected, possible benefits and harms, implementation, exceptions, and uncertainties. Present the strongest arguments for and against it, and identify evidence needed to assess its public impact.

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Discuss H.R.2525, 115th Congress: Financial Literacy for Students Act

Official record: https://www.congress.gov/bill/115th-congress/house-bill/2525

Text version to examine: Introduced in House · 2017-05-18.

Official full text: https://www.congress.gov/115/bills/hr2525/BILLS-115hr2525ih.htm

Imported record last updated by the source: 2025-08-11T16:33:04Z. Verify current status and distinguish any later version from the version above.

Read the official text before answering. If you cannot access it, say so and ask me to provide it; do not assume a link means you have read the document. Distinguish proposals from enacted law, cite sources, and separate facts, interpretation, and uncertain predictions. Include counterarguments even when using a particular perspective.

Analyze H.R.2525 as objectively as possible. Explain its main provisions, who would be affected, possible benefits and harms, implementation, exceptions, and uncertainties. Present the strongest arguments for and against it, and identify evidence needed to assess its public impact.

Fairness and public impact

Progressive lens

Examine H.R.2525 through a progressive lens, focusing on fairness, access, economic inequality, and effects on vulnerable communities. Explain potential benefits, costs, and unintended consequences. Consider the strongest counterarguments and distinguish stated goals from demonstrated outcomes.

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Discuss H.R.2525, 115th Congress: Financial Literacy for Students Act

Official record: https://www.congress.gov/bill/115th-congress/house-bill/2525

Text version to examine: Introduced in House · 2017-05-18.

Official full text: https://www.congress.gov/115/bills/hr2525/BILLS-115hr2525ih.htm

Imported record last updated by the source: 2025-08-11T16:33:04Z. Verify current status and distinguish any later version from the version above.

Read the official text before answering. If you cannot access it, say so and ask me to provide it; do not assume a link means you have read the document. Distinguish proposals from enacted law, cite sources, and separate facts, interpretation, and uncertain predictions. Include counterarguments even when using a particular perspective.

Examine H.R.2525 through a progressive lens, focusing on fairness, access, economic inequality, and effects on vulnerable communities. Explain potential benefits, costs, and unintended consequences. Consider the strongest counterarguments and distinguish stated goals from demonstrated outcomes.

Institutions and government scope

Conservative lens

Examine H.R.2525 through a conservative lens, focusing on fiscal responsibility, institutional stability, federalism, and the scope of government. Explain potential benefits, costs, and unintended consequences. Consider the strongest counterarguments and any provisions that challenge this perspective.

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Discuss H.R.2525, 115th Congress: Financial Literacy for Students Act

Official record: https://www.congress.gov/bill/115th-congress/house-bill/2525

Text version to examine: Introduced in House · 2017-05-18.

Official full text: https://www.congress.gov/115/bills/hr2525/BILLS-115hr2525ih.htm

Imported record last updated by the source: 2025-08-11T16:33:04Z. Verify current status and distinguish any later version from the version above.

Read the official text before answering. If you cannot access it, say so and ask me to provide it; do not assume a link means you have read the document. Distinguish proposals from enacted law, cite sources, and separate facts, interpretation, and uncertain predictions. Include counterarguments even when using a particular perspective.

Examine H.R.2525 through a conservative lens, focusing on fiscal responsibility, institutional stability, federalism, and the scope of government. Explain potential benefits, costs, and unintended consequences. Consider the strongest counterarguments and any provisions that challenge this perspective.

Individual rights and government power

Liberty lens

Examine H.R.2525 through a civil-liberties and limited-government lens. Consider individual rights, privacy, voluntary choice, accountability, and government power. Explain tradeoffs, possible safeguards, and the strongest counterarguments without assuming the proposal is beneficial or harmful.

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Discuss H.R.2525, 115th Congress: Financial Literacy for Students Act

Official record: https://www.congress.gov/bill/115th-congress/house-bill/2525

Text version to examine: Introduced in House · 2017-05-18.

Official full text: https://www.congress.gov/115/bills/hr2525/BILLS-115hr2525ih.htm

Imported record last updated by the source: 2025-08-11T16:33:04Z. Verify current status and distinguish any later version from the version above.

Read the official text before answering. If you cannot access it, say so and ask me to provide it; do not assume a link means you have read the document. Distinguish proposals from enacted law, cite sources, and separate facts, interpretation, and uncertain predictions. Include counterarguments even when using a particular perspective.

Examine H.R.2525 through a civil-liberties and limited-government lens. Consider individual rights, privacy, voluntary choice, accountability, and government power. Explain tradeoffs, possible safeguards, and the strongest counterarguments without assuming the proposal is beneficial or harmful.