HOUSE BILL NO. 5815
June 12, 2024, Introduced by Reps. Schmaltz, Roth, Harris, Aragona, Thompson, BeGole, Kunse,
DeBoyer, Johnsen, Bollin, Tisdel, DeBoer, Steele, Zorn, Alexander, Posthumus, Rigas, Kuhn
and VanderWall and referred to the Committee on Education.
A bill to amend 1976 PA 451, entitled
"The revised school code,"
by amending sections 1278a and 1278b (MCL 380.1278a and 380.1278b),
as amended by 2022 PA 105.
THE PEOPLE OF THE STATE OF MICHIGAN ENACT:
1 Sec. 1278a. (1) Except as otherwise provided in this section
2 or section 1278b, the board of a school district or board of
3 directors of a public school academy shall not award a high school
4 diploma to a pupil unless the pupil meets all of the following:
5 (a) Has successfully completed all of the following credit
6 requirements of the Michigan merit standard before graduating from
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1 high school:
2 (i) At least 4 credits in mathematics that are aligned with
3 subject area content expectations developed by the department and
4 approved by the state board under section 1278b, including
5 completion of at least algebra I, geometry, and algebra II, or an
6 integrated sequence of this course content that consists of 3
7 credits, and an additional mathematics credit, such as
8 trigonometry, statistics, precalculus, calculus, applied math,
9 accounting, business math, a retake of algebra II, or, for only
10 pupils entering grade 8 before 2023, a course in financial literacy
11 as described in section 1165. A pupil may complete algebra II over
12 2 years with 2 credits awarded or over 1.5 years with 1.5 credits
13 awarded for the purposes of this section and section 1278b. A pupil
14 also may partially or fully fulfill the algebra II requirement by
15 completing a department-approved formal career and technical
16 education program or curriculum, such as a program or curriculum in
17 electronics, machining, construction, welding, engineering,
18 computer science, or renewable energy, and in that program or
19 curriculum successfully completing the same content as the algebra
20 II benchmarks assessed on the department-prescribed state high
21 school assessment, as determined by the department. The department
22 shall post on its website guidelines for implementation of the
23 immediately preceding sentence. Each pupil must successfully
24 complete at least 1 mathematics course during his or her the
25 pupil's final year of high school enrollment. This subparagraph
26 does not require completion of mathematics courses in any
27 particular sequence.
28 (ii) At least 3 credits in social science that are aligned with
29 subject area content expectations developed by the department and
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1 approved by the state board under section 1278b, including
2 completion of at least 1 credit in United States history and
3 geography, 1 credit in world history and geography, 1/2 credit in
4 economics, and the civics course described in section 1166(2). For
5 only pupils entering grade 8 before 2023, the 1/2-credit economics
6 requirement may be satisfied by completion of at least a 1/2-credit
7 course in personal economics that includes a financial literacy
8 component as described in section 1165, if that course covers the
9 subject area content expectations for economics developed by the
10 department and approved by the state board under section 1278b. The
11 1/2 credit in economics required under this subparagraph cannot be
12 fulfilled by completion of the 1/2 credit course in personal
13 finance described in subsection (3).
14 (iii) At least 1 credit in subject matter that includes both
15 health and physical education aligned with guidelines developed by
16 the department and approved by the state board under section 1278b,
17 or at least 1/2 credit in health aligned with guidelines developed
18 by the department and approved by the state board under section
19 1278b and at least 1/2 credit awarded by the school district or
20 public school academy for approved participation in extracurricular
21 athletics or other extracurricular activities involving physical
22 activity.
23 (iv) At least 1 credit in visual arts, performing arts, or
24 applied arts, as defined by the department, that is aligned with
25 guidelines developed by the department and approved by the state
26 board under section 1278b. A school district or public school
27 academy is strongly encouraged to offer visual arts and performing
28 arts courses.
29 (v) The credit requirements specified in section 1278b(1).
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1 (b) Meets the online course or learning experience requirement
2 of this subsection. A school district or public school academy
3 shall provide the basic level of technology and internet access
4 required by the state board to complete the online course or
5 learning experience. For a pupil to meet this requirement, the
6 pupil must meet either of the following, as determined by the
7 school district or public school academy:
8 (i) Has successfully completed at least 1 course or learning
9 experience that is presented online, as defined by the department.
10 (ii) The pupil's school district or public school academy has
11 integrated an online experience throughout the high school
12 curriculum by ensuring that each teacher of each course that
13 provides the required credits of the Michigan merit curriculum has
14 integrated an online experience into the course.
15 (2) Except as otherwise provided in this section, and in
16 addition to the requirements under subsection (1), the board of a
17 school district or board of directors of a public school academy
18 shall not award a high school diploma to a pupil unless the pupil
19 has successfully completed during grades K to 12 at least 2 credits
20 that are grade-appropriate in a language other than English or
21 course work or other learning experiences that are substantially
22 equivalent to 2 credits in a language other than English, based on
23 guidelines developed by the department. A pupil may partially or
24 fully fulfill 1 credit of this requirement by completing a
25 department-approved formal career and technical education program
26 or curriculum or by completing visual or performing arts
27 instruction that is in addition to the requirements under
28 subsection (1)(a)(iv). The board of a school district or board of
29 directors of a public school academy is strongly encouraged to
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1 ensure that all pupils complete at least 1 credit in a language
2 other than English in grades K to 6. For the purposes of this
3 subsection, both of the following apply:
4 (a) American Sign Language is considered to be a language
5 other than English.
6 (b) The pupil may meet all or part of this requirement with
7 online course work.
8 (3) Beginning Subject to subsection (8), beginning with pupils
9 entering grade 8 in 2023, the board of a school district or board
10 of directors of a public school academy shall not award a high
11 school diploma to a pupil unless the pupil completes a 1/2 credit
12 course in personal finance. that aligns with subject area content
13 expectations developed by the department and approved by the state
14 board under section 1278b. The 1/2 credit course in personal
15 finance must fulfill 1/2 credit of mathematics required under
16 subsection (1)(a)(i), 1/2 credit of visual arts, performing arts, or
17 applied arts required under subsection (1)(a)(iv), or 1/2 credit of
18 a language other than English required under subsection (2), as
19 determined by the board of the school district or board of
20 directors of the public school academy in which the pupil is
21 enrolled. The 1/2 credit course in personal finance required under
22 this subsection may be fulfilled through a department-approved
23 formal career and technical education program or curriculum. that
24 aligns with the subject area content expectations developed by the
25 department and approved by the state board for the credit under
26 section 1278b. The 1/2 credit course in personal finance and the
27 department-approved formal career and technical education program
28 or curriculum must include all of the following:
29 (a) A definition of personal finance and consideration of how
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1 personal finance concepts fit into key life events or stages, and
2 an explanation of the importance of personal financial planning
3 using information sources including, but not limited to,
4 instructional materials, news articles, blogs from reputable
5 sources, personal narratives, and industry publications.
6 (b) The writing of short-term, mid-term, and long-term
7 personal financial goals. The personal financial goals must define
8 the pupil's desired education, career, and earning milestones, and
9 saving and spending plans, and must involve the pupil evaluating
10 factors that may influence the pupil's personal financial goals,
11 including, but not limited to, family responsibilities, individual
12 values, financial factors, and economic conditions. As used in this
13 subdivision:
14 (i) "Short-term" means less than 1 year from the time of
15 writing.
16 (ii) "Mid-term" means 1 to 5 years from the time of writing.
17 (iii) "Long-term" means greater than 5 years from the time of
18 writing.
19 (c) The completion of 1 or more career aptitude surveys, and
20 an analysis of the career aptitude survey results and how the
21 survey results align with the pupil's strengths and interests. The
22 analysis must evaluate education and training path options to
23 prepare the pupil for the identified jobs or careers of interest.
24 (d) The creation of an annotated chart, table, or graphic
25 based on the career of interest identified in subdivision (c), that
26 evaluates all of the following:
27 (i) Education and training, including, but not limited to,
28 admission requirements and tuition requirements.
29 (ii) Available positions.
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1 (iii) Salaries.
2 (iv) Costs and benefits of education and training.
3 (v) Potential lifetime earnings.
4 (vi) Employer benefits.
5 (vii) Possible need for relocation to advance.
6 (e) An exploration and evaluation of the options for financing
7 postsecondary education, including, but not limited to, an
8 evaluation of the Free Application for Federal Student Aid (FAFSA)
9 requirements to apply for postsecondary financial aid, and
10 identification of strategies for reducing the overall cost of
11 postsecondary education. The evaluation described under this
12 subdivision must also discuss the impact of scholarships, grants,
13 work study, and other forms of assistance and the application
14 processes for each.
15 (f) An explanation of the impact that borrowing money to
16 finance postsecondary education could have on future financial
17 stability and security. The explanation described under this
18 subdivision must include an assessment of research from multiple
19 viewpoints that either support or question the use of student loan
20 debt in paying for postsecondary education.
21 (g) A requirement that the pupil craft an argumentative essay,
22 citing specific textual evidence, that either supports or opposes
23 the use of student loan debt to finance postsecondary education and
24 develops both sides of the argument.
25 (h) A description of factors that affect take-home pay,
26 including, but not limited to, insurance benefits, retirement
27 options, tax withholdings, and other payroll deductions. As part of
28 the instruction on factors that affect take-home pay, the pupil
29 must analyze how to complete a 1040 and a W-4 employee's
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1 withholding allowance paperwork, and review a W-2 wage and tax
2 statement.
3 (i) Instruction on the use of money management tools,
4 including, but not limited to, online and paper budgeting tools and
5 cost-of-living calculators. As part of the instruction on the use
6 of money management tools, the pupil must create a personal balance
7 sheet, determine assets and liabilities, and calculate net worth
8 for an identified career.
9 (j) The creation, using research from local sources including,
10 but not limited to, newspapers, chambers of commerce, local
11 governments, and company websites, of a monthly personal budget
12 that reflects hypothetical household living expenses, taxes,
13 potential savings, and an emergency fund.
14 (k) Development, by the pupil, of a saving and spending plan
15 for a week. The pupil must compare the plan to the pupil's actual
16 spending for the week.
17 (l) Instruction on the availability and reliability of consumer
18 protection laws, agencies, and resources that assist consumers in
19 making buying decisions, including national, state, and local
20 resources, as appropriate.
21 (m) Information on a variety of financial institutions,
22 including digital financial services and how to reconcile an
23 account, write a check, and verify account accuracy. As part of the
24 instruction on financial institutions, the pupil must compare and
25 contrast services and products, including, but not limited to,
26 checking accounts, savings accounts, and certificates of deposit.
27 (n) An evaluation of the various sources and types of consumer
28 credit, including, but not limited to, student loans, auto loans,
29 store credit cards, flex loans, consumer installment loans, title
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1 loans, payday loans, and instruction on the impact that taking on
2 debt early in life will have on financial stability later in life.
3 (o) An overview of credit reporting agencies, including, but
4 not limited to, Equifax, Experion, TransAmerica, and federal
5 organizations, that describes credit reports and credit scores. The
6 overview provided under this subdivision must do all of the
7 following:
8 (i) Describe the relationship between consumers, credit
9 reports, and credit scores, and discuss the importance of this
10 relationship using specific textual evidence from research.
11 (ii) Analyze a sample credit report and interpret how the
12 contents may affect the credit score.
13 (iii) Explain how a credit score may impact borrowing
14 opportunities and the cost of credit.
15 (iv) Summarize specific activities used to maintain a good
16 credit score.
17 (p) A comparison and contrast of the various types of credit
18 and a calculation of the real cost of borrowing, and an explanation
19 of factors that can affect the approval process associated with
20 each type of credit and identification of the typical information
21 and procedures required as part of the credit application process.
22 (q) An analysis of factors associated with the purchase of an
23 automobile. This analysis must include:
24 (i) A definition and understanding of factors most often
25 included in negotiations, such as cash payment compared to
26 financing and inclusion of a trade-in.
27 (ii) An evaluation of costs and benefits of different service
28 contracts and warranty options.
29 (iii) A comparison and contrast of available financing options
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1 based on consumer characteristics and the amount of the down
2 payment.
3 (iv) A discussion of the differences between owning and leasing
4 a car, including, but not limited to, down payment, terms, and
5 contracts.
6 (r) An analysis of the benefits and costs associated with
7 various types of insurance, including, but not limited to, health,
8 life, property, and automobile insurance, and a description of the
9 risks associated with a lack of appropriate coverage in specific
10 situations. This analysis must also discuss the role of insurance
11 in personal financial planning to preserve and build wealth with
12 financial stability and security.
13 (s) Assessment of various types of identity theft situations
14 and scams, and strategies and plans to safeguard and protect
15 against identity theft, and discussion of steps that should be
16 taken by a victim of identity theft to report the incident and
17 reestablish the victim's identity.
18 (t) An explanation of how saving and investing contribute to
19 financial well-being, building wealth, and helping meet personal
20 financial goals. The instruction on saving and investing must
21 compare and contrast saving and investment strategies, including,
22 but not limited to, savings accounts, certificates of deposit,
23 stocks, bonds, m