SB605 requires the Hawaii Department of Education to develop and implement a statewide financial literacy curriculum plan for public school students in kindergarten through grade 12. The bill directs financial literacy instruction to be incorporated across the K-8 span beginning with the 2026-2027 school year, and it requires all students in grades 9-12 to complete a one-half credit financial literacy course as a graduation requirement. The high school course must cover core personal finance topics such as the true cost of credit, credit cards, borrowing for major purchases, mortgages, credit reports and credit scores, and planning for postsecondary education.
The bill also requires the Board of Education to provide professional development for teachers who will teach financial literacy courses, and it authorizes the board to approve courses and providers for that training. The curriculum for grades 9-12 must align, at minimum, with recognized national economics and financial literacy standards. The measure takes effect upon approval and would begin implementation in the 2026-2027 school year.
Impact
If enacted, SB605 would amend Chapter 302A, Hawaii Revised Statutes, by adding a new section requiring statewide financial literacy instruction in public schools. It would create a new K-12 curriculum planning obligation for the Department of Education, impose a graduation-related course requirement for high school students, and add a teacher training responsibility for the Board of Education. The bill would directly affect public school curricula, graduation requirements, and professional development systems, while also influencing students, teachers, and DOE course planning statewide.
Sentiment
The bill appears generally favorable in concept, with its findings emphasizing the importance of preparing students for financial independence and responsible adulthood. The absence of recorded committee testimony, votes, or amendments in the provided materials suggests no documented opposition or support beyond the bill’s introduction and referral. Overall, the measure is framed as a proactive education policy aimed at improving student readiness for real-world financial decisions.
Contention
No specific points of contention are reflected in the provided committee transcripts or voting history, because none are included. Based on the bill text itself, likely areas of discussion could include the mandate for a required high school graduation credit, the administrative burden on the Department of Education and Board of Education, the need for teacher training, and how financial literacy would be integrated into existing courses for younger grades. However, these concerns are not attributed to any named stakeholders in the available record.