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TITLE 19EDUCATION
PART 2TEXAS EDUCATION AGENCY
CHAPTER 113TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR SOCIAL STUDIES
SUBCHAPTER CHIGH SCHOOL
RULE §113.31Economics with Emphasis on the Free Enterprise System and Its Benefits, High School (One-Half Credit), Adopted 2018

    (F) develop strategies to become a low-risk borrower by improving and understanding one's personal credit score.

  (18) Personal financial literacy. The student applies critical-thinking skills to analyze the costs and benefits of personal financial decisions. The student is expected to:

    (A) examine ways to avoid and eliminate credit card debt;

    (B) evaluate the costs and benefits of declaring personal bankruptcy;

    (C) evaluate the costs and benefits of buying insurance; and

    (D) evaluate the costs and benefits of charitable giving.

  (19) Personal financial literacy. The student understands how to provide for basic needs while living within a budget. The student is expected to:

    (A) evaluate the costs and benefits of renting a home versus buying a home; and

    (B) assess the financial aspects of making the transition from renting to home ownership.

  (20) Personal financial literacy. The student understands the various methods available to pay for college and other postsecondary education and training. The student is expected to:

    (A) understand how to complete the Free Application for Federal Student Aid (FAFSA) provided by the United States Department of Education;

    (B) research and evaluate various scholarship opportunities such as those from state governments, schools, employers, individuals, private companies, nonprofits, and professional organizations;

    (C) analyze and compare student grant options;

    (D) analyze and compare student loan options, including private and federal loans; and

    (E) research and evaluate various work-study program opportunities.

  (21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:

    (A) analyze economic information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

    (B) create economic models, including production-possibilities curves, circular-flow charts, and supply-and-demand graphs, to analyze economic concepts or issues;

    (C) explain a point of view on an economic issue;

    (D) analyze and evaluate the validity of economic information from primary and secondary sources for bias, propaganda, point of view, and frame of reference; and

    (E) evaluate economic data using charts, tables, graphs, and maps.

  (22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

    (A) use social studies terminology correctly; and

    (B) create written, oral, and visual presentations of economic information using effective communication skills, including proper citations and avoiding plagiarism.

  (23) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.


Source Note: The provisions of this §113.31 adopted to be effective August 1, 2019, 44 TexReg 1988

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