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How the CFPB serves the unique challenges and financial education needs of military service members facing deployment, change of duty stations, and emergencies.

Get answers to your financial questions.

You have rights when you deal with debt collectors.

Before you pay with plastic, learn the differences between credit, debit, and charge cards, and get tips about how to shop for a credit card.

This article provides a plain-language description of behavioral economics and the role of common biases in financial decisionmaking, and reviews ways in which the findings of behavioral economics can help structure financial education and public policy.

This article discusses the results of and lessons learnt from the Financial Opportunities Project (FOP), a comprehensive effort by the Center for Economic Progress identify, implement, and disseminate strategies for integrating financial services and asset-building opportunities with community-based tax-preparation services at IRS Volunteer Income Tax Assistance (VITA) sites.

This article provides a brief overview of the field of financial education and explores some of the challenges and potential solutions. The author describes developments in the contemporary financial education movement since the 1990s and the background economic changes that stimulated its growth; reviews currently available financial education initiatives for youth and adults and discusses the evidence about its effectiveness as well as broader challenges for the field. The article concludes by highlighting both general and specific examples of efforts to move the field forward.

The Federal Reserve Bank of San Francisco, the Take Charge America Institute at the University of Arizona, and the Federal Reserve Bank of Minneapolis invited a small group of researchers and practitioners to discuss how to improve the evaluation and metrics of youth financial education programs. The meeting focused specifically on youth — which we defined as individuals under the age of 25 – in an effort to distinguish this effort from others that have discussed financial education research more broadly.

This report examines the utilization of a state earned income credit by current and former welfare recipients using two measures: receipt among all current and former welfare recipients and among only those eligible for the credit. Both measures may be useful, depending upon which groups policymakers hope to target.

In a small a financial education pilot at Oh Day Aki Charter School in Minneapolis involving one teacher and about 100 middle and high school students, results suggest that that standard financial education materials can be adapted to benefit Native students in an urban setting, despite pre-existing educational challenges that are typical of inner-city schools, such as high turnover and low reading skills. The pilot's sponsoring partners hope to build on the lessons learned in order to further promote financial education for Native youth.