Taking Financial Learning Beyond the Classroom
Jasmine and Pasha’s friendship began during childhood, when the two girls were elementary school classmates. Eventually they were assigned to different middle schools, and they lost touch. But the two young women shared a deep commitment to their educations and their futures. It was this quality that would reunite them and that would ultimately lead them to join Game Theory Academy’s first Lending Circle.
Their reunion was unexpected and unplanned. In 2015, when Jasmine and Pasha were in their senior years at two different Oakland high schools, they both enrolled in “Make Your Decisions Count,” a class on financial decision-making with the Oakland nonprofit Game Theory Academy (GTA). They resumed their friendship as if no time had passed and began parallel learning journeys that would prepare them for lifelong financial security.
GTA’s mission is to equip young people with the decision-making skills and economic opportunities needed to achieve financial stability in adulthood. In “Make Your Decisions Count,” Jasmine and Pasha practiced slowing down their decision-making process and carefully considering the pros and cons of each step. They cultivated the habit of pausing before acting and considering the questions, “What’s in my best interest? And what do I need to know before I decide?”
Jasmine and Pasha knew these skills would aid them tremendously in important future decisions, such as selecting the best bank or making a plan to pay for college. But a key to Jasmine and Pasha’s success – and their ongoing engagement with GTA – was the opportunity to put their newly acquired financial skills into practice. They did this first through GTA’s internship program, and eventually through Lending Circles.
After completing Make Your Decisions Count, both Jasmine and Pasha became interns with WOW Farm, GTA’s urban farming and business program. They were eager for the chance to apply their new skills to a real business. And on a practical level, they both needed the job experience.
Pasha spoke to the value of learning and doing:
“By getting the GTA paychecks, we experience how to save it, budget it, take out $40 each time you get a check. You can talk the talk and walk the walk.”
Jasmine and Pasha successfully completed their internships and graduated from high school. But their learning wasn’t over: they both immediately enrolled in GTA’s “Crash Course in Job Readiness.” While many young adults who do not go directly to college get caught in a chaotic web of disconnected or stagnant activities, these two impressive young women refused to lose focus. They remained committed to their goals and took advantage of all GTA had to offer.
Jasmine and Pasha were skeptical of Lending Circles when the program first began at GTA. Jasmine, for example, was uneasy with the emphasis on credit. The only way she knew to build credit was with a credit card, and she wisely thought of credit cards as risky for young people without steady incomes.
But Lending Circles provided her with a way to build credit that she trusted. She described her comfort with the program: “You don’t have to worry about going over your credit limit since it’s always a set amount.” Pasha was similarly wary of credit cards. But at the same time, she recognized that not having a credit score would prove to be a barrier:
“You need a credit score to get a car, to do a lot of things. When you turn 18 and you’re about to go to college, all the banks send you credit card offers and sometimes the APR is really high and that can you mess up.”
For many young adults without much experience with formal financial transactions, the Lending Circles commitment can seem intimidating (a regular monthly payment!) and its value abstract (credit score, what?). But Pasha and Jasmine drew on their strong foundation in financial education to consider the benefits of the program. And more importantly, they had built a trusting relationship with GTA over the course of their participation in programs. So they took a chance and joined a Lending Circle.
The program was a success. Both Jasmine and Pasha began with no credit history at all — not uncommon for 18-year-olds. Now they each have a credit score over 650, which is 30 points higher than the average Millennial.
But a Lending Circle is more than a credit-building tool — it’s akin to a crash course in money management: participants have to save for a goal, repay a loan, plan ahead, and manage auto-pay transactions.
Thanks to Lending Circles, Jasmine and Pasha do not have to learn about credit the common way– by making mistakes that are hard to reverse. They’ve been able to build their credit safely, and with it, to build the foundations for a future of financial security.
Game Theory Academy’s ultimate goal is to equip young people with the knowledge and confidence they need to navigate what are often mystifying and high-stakes financial decisions.
Lending Circles are still gaining traction with GTA’s youth. But in a short time, the program has already gone a long way to deepen the organization’s financial capability services. GTA’s existing financial education modules expose young people to topics they don’t learn in school, and Lending Circles provide the opportunity to put what they learn into practice.
Jasmine now studies Mathematics at Chabot College, works at a popular restaurant in Oakland’s Uptown, and interns with a bookkeeper. Pasha has a role in community affairs with a construction company and studies at Merritt College. They are graduating from Game Theory Academy with what every young adult needs and deserves: strong skills in financial and strategic decision-making, extensive job readiness training, solid work experience, and a fantastic credit score.
Like most of us, they don’t know exactly what’s next. But they are well-prepared for whatever it may be.
Jasmin Dial, the author of this post, ran student engagement at Game Theory Academy from 2014-2016, including the launch and implementation of Lending Circles. She holds a B.A. from University of California at Berkeley and currently studies Public Policy at the University of Chicago.