New York Assembly Bill A00109

New York 2025-2026 Regular Session

• Introduced: 1/8/25
• Refer: 1/8/25
• Refer: 1/7/26

Caption

Establishes that instruction in financial education be provided to pupils in grades nine through twelve; establishes what should be included in such curriculum including the basics of financial planning, budgeting, borrowing, interest rates, personal insurance policies, etc.

Summary

This bill would require all public school students in grades 9 through 12 in New York to receive a course or full unit of instruction in financial education. The instruction must be delivered through a comprehensive financial literacy program, and the requirement could be satisfied through an existing high school economics unit or through continuation of current financial management courses. Local school districts would also be encouraged to develop additional courses approved at the local level. The bill specifies a broad set of topics that the financial literacy program must cover. These include budgeting, banking and checking accounts, credit and debt management, interest calculations, borrowing options, taxes, investments, insurance, retirement planning, inheritance, and the role of state and federal financial laws and regulatory agencies. The commissioner of education would be required to assist local districts in developing age-appropriate curricula tailored to student needs and abilities.

Impact

The bill would amend the New York Education Law by adding a new section requiring financial education for all public high school students statewide. It would create a statewide curriculum mandate for grades 9-12, while allowing districts flexibility to meet the requirement through existing economics or financial management coursework. The measure would affect public school districts, the State Education Department, and students by formalizing financial literacy as part of secondary education and expanding the scope of required instruction.

Sentiment

The available context suggests generally positive or supportive sentiment toward the bill, as reflected by its straightforward educational purpose and the absence of recorded opposition, votes, or committee controversy in the provided materials. The bill’s framing as a practical life-skills measure and its allowance for local implementation suggest it is designed to be broadly acceptable to school districts and policymakers. No committee transcript or vote history is available here to indicate formal support or resistance.

Contention

No specific points of contention are documented in the provided materials. Potential areas of debate, based on the bill text, could include whether the mandate should be statewide or locally controlled, how much instructional time should be required, whether existing courses are sufficient to satisfy the mandate, and the administrative burden on school districts to develop or update curricula. However, no named stakeholders or recorded objections are included in the context.