As financial literacy draws attention among the nation’s high schools, Shalhevet has increased its emphasis on the topic through its personal finance course that is required for all seniors and covers topics from credit management and budgeting to the basics of investing. The class centers on real-world applications, including situations students may encounter after graduation.
The personal finance course, sometimes known as Trailblazers, covers financial concepts that most people do not learn in a formal setting. Lessons are focused on debt, budgeting, credit, and long-term financial plans to prepare the students before they start dealing with money on their own.
The idea for the course developed over time, as interest from students continued to grow.
“The personal finance class is something I have always wanted to incorporate, but our schedule and overall programming are so packed that it has been a challenge to formally build it in,” Principal Daniel Weslow said. “Over the years, we brought in guest speakers and ran lectures for 11th and 12th graders, and students consistently responded positively, they appreciated it and wanted something more structured.”
According to the Council for Economic Education, 39 states require students to take a course in personal finance to graduate. That demand led to the creation of a more formal curriculum for 12th graders that Mr. Weslow said “addressed financial literacy in a meaningful and consistent way.”
Teachers Mark Smith and Steven Westerman, both of whom have professional backgrounds in finance and have worked in personal finance for years, as well as children who attend or have attended Shalhevet, helped shape the course around foundational skills.
“The main goal of the class is to expose the students to these concepts early, so that they are able to avoid many of the mistakes that we see people make, and to gain a strong foundation and understanding as they begin to lead more independent lives,” said Mr. Smith, who works as a private investor.
Rather than overwhelming students with complex material, Trailblazers focuses on core ideas that can be applied immediately, including budgeting, debt management, saving, credit, and basic investing strategies.
“We teach this at a very basic level,” Mr. Smith said. “If students want to learn more, Steven and I are both available to delve deeper into certain areas or to help with any questions.”
Topics such as budgeting and debt are central to the curriculum, as they are seen as the most immediately relevant and impactful.
“We stress how important it is to budget and understand your expenses to avoid going into debt,” Mr. Smith said.
Mr. Smith also pointed to long-term financial growth as another key concept introduced in the course.
“…[C]ompound interest, the 8th wonder of the world!” Mr. Smith said, his rendering of a quote attributed to Albert Einstein.
Mr. Westerman describes Trailblazers as a combination of financial literacy and broader life preparation.
“I think a lot of kids leave high school with having a very, very limited knowledge of real world application of finances,” Mr. Westerman said. “So the goal was to give you guys a nice little foundation of some of the basics of investing and borrowing money and retirement planning and things like that.”
The course also incorporates broader life skills, including communication, networking, and professional development. Mr. Westerman described these as equally important to long-term success.
“So we’re doing financial literacy. That’s one component. The other component is… understanding how to communicate, understanding how to network, build a resume, interviewing skills,” Mr. Westerman said.
Early feedback from students suggests that the material resonates because of its immediate relevance. Senior Alex Silberstein said he found the course “fun and interesting.”
“I enjoyed the practical aspect of what we were learning,” Alex said.
Mr. Weslow said students are responding positively because they recognize the real-world value of the material.
“They find the material relevant, practical, and immediately applicable to their lives,” Mr. Weslow said. “When they learn about topics like credit cards, loans, or investing, there is a high level of engagement because they understand these are real decisions they will soon be making.”
Teachers and administrators acknowledge that the course, now in its second year, is still developing, and adjustments are ongoing.
“We are making strong progress, but it is still an area we are actively working to strengthen and build upon,” Mr. Weslow said.
As the program continues to grow, its influence has begun to extend beyond the classroom. Guest speakers, off-campus experiences, and student interest in finance-related topics all contribute to a broader culture of financial awareness at the school.
“This combination of classroom learning, bringing professionals to campus for a seminar-style session, and experiential exposure makes the program especially impactful,” Mr. Weslow said.
Mr. Westerman said that topics such as interviewing, resume building, and networking could benefit from more time and focus, and that helping students develop a stronger sense of initiative and work ethic is also important.
“I think getting you guys inspired and motivated to do great things… is something that we should spend a lot of time on,” he said.
The course will continue next year with a new group of seniors, as teachers and administrators make adjustments based on its first two years of implementation. As the structure develops, the focus remains on introducing students to financial decision-making before they encounter it outside the classroom.
“If all of you never have credit card debt because of our class, it’s a freaking home run, a freaking home run,” Mr. Westerman said.
