| (C) compare different standards of living in the United
States, including poverty, minimum wage, living wage, and desired
standards of living.
(16) The student applies mathematical process standards
to demonstrate an understanding of identity theft. The student is
expected to:
(A) define and explain types of identity theft;
(B) create a plan for prevention of identity theft;
and
(C) identify suitable methods for reporting identity
theft.
(17) The student applies mathematical process standards
to demonstrate an understanding for a postsecondary plan. The student
is expected to:
(A) understand educational, military, and current job
opportunities;
(B) research and align interests and skills with potential
careers and postsecondary education to assure a life strategy that
will produce employment the student enjoys with a desired standard
of living;
(C) calculate the total funding required to complete
a desired postsecondary education program;
(D) identify different resources for acquiring funding
for education after high school such as personal savings, employment,
Free Application for Federal Student Aid (FAFSA), Texas Application
for Federal Student Aid, Expected Family Contribution, Pell Grants,
work-study programs, student loans, Individual Development Accounts,
scholarships such as the Preliminary SAT/National Merit Scholarship
Qualifying Test (PSAT/NMSQT®), and internships to reduce the projected
cost of education;
(E) identify benefits and potential savings for students
investing in themselves such as taking Advanced Placement and dual
credit classes;
(F) graph and compare compensation earnings of potential
careers and the cost of postsecondary education; and
(G) calculate the Return on Investment from completing
a desired postsecondary education program, taking into consideration
anticipated earnings for a selected degree and the cost of attending
a specific postsecondary program.
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