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Record W2337468774

Learning through Literature: Banks Help Students Master the Fundamentals of Reading and Financial Literacy, One Book at a Time

2016· article· en· W2337468774 on OpenAlexaboutno aff
Monica C. Meinert

Bibliographic record

VenueABA banking journal · 2016
Typearticle
Languageen
FieldComputer Science
TopicEducational Methods and Media Use
Canadian institutionsnot available
Fundersnot available
KeywordsReading (process)Financial literacyLiteracyPublic relationsManagementPsychologyPolitical scienceBusinessFinancePedagogyEconomicsLaw
DOInot available

Abstract

fetched live from OpenAlex

[ILLUSTRATION OMITTED] the popular children's book I Can Read with My Eyes Shut! Dr. Seuss wrote, more that you read, the more things you will know. The more that you learn, the more places you'll go. It's a simple but Inspiring quote--an encouragement to young readers to devour literature and expand both their Imaginations and practical knowledge. But for many children across the country, simply gaining access to books can be a challenge. In middle and low income communities, there is an average of just one book for every 300 kids, says Anna Anderson, manager of strategic alliances with Book, a nonprofit organization dedicated to putting literature the hands of students need throughout the United States and Canada. Book works with several corporate partners to make this possible, Including TD Bank. TD has partnered with Book for the past five years, bringing new books to children need through large-scale book truck events and through the bank's school-based volunteer program, Banking on Books. 2015 alone, TD provided more than 215,000 new books to children across Its market area. Working directly with teachers, TD's Banking on Books volunteers choose financial literacy titles to take to classrooms and read with students, engaging them in discussions about the Importance of responsible money management. Learning about concepts like saving, budgeting and credit early helps put children on the right path, says Andrea Johnson, TD's head of U.S. financial education. When kids grow into young adults, they form habits quickly. want to ensure these habits lead to positive outcomes. The Banking on Books program is unique, according to TD's community relations program manager, Erin O'Connor Jones, because it brings new books to the classroom while engaging students during their reading time. Each child receives a copy of a new book to bring home, O'Connor Jones says. For too many children, this may be their very first new book. Building a Strong Financial Foundation Having access to books is a critical for building a foundation for success later life, Anderson says. If you don't connect someone early on with the love of reading, the educational gap just widens. According to national study by the American Educational Research Association, students who do not read on grade level by the third grade are four times less likely to graduate than proficient readers. Poverty compounds the problem: students who have lived poverty and don't read well are 13 times more likely to drop out or fail to graduate on time. And when It comes to financial literacy, other studies have shown the importance of providing Instruction early--students who are taught about financial concepts during their K-12 education have significantly higher savings, higher credit scores and higher net worth throughout their lives than those that aren't, according to a report from the U.S. Treasury Department. First Book supports our efforts to engage employees as volunteers and provides access to a wide network of educators and schools, O'Connor Jones says. We have a shared commitment to getting books to disadvantaged children and youth. This commitment resonates with bankers across the industry, says Corey Carlisle, executive director of the ABA Foundation. We've had requests from many banks asking for book recommendations that they could incorporate into their financial literacy curriculum, he says. Together with Book, we're working to curate a list of books for children of all ages. preparation for Its 20th annual Teach Children to Save Day on April 29, the ABA Foundation recently launched a new program in partnership with Book: the ABA Foundation Book Award Program. Through the program, bankers can supplement their Teach Children to Save curriculum by providing books to the classrooms they visit. …

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame machine prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.

metaresearch head score (Codex)0.001
metaresearch head score (Gemma)0.003
Version: metacan-v3-hybrid-931329e0061cValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: Not applicable
GenreCandidate signal: Empirical · Consensus signal: none
Teacher disagreement score0.098
Threshold uncertainty score0.329

Distilled classifier scores by category (both heads)

CategoryCodexGemma
Metaresearch0.0010.003
Meta-epidemiology (narrow)0.0010.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0010.002
Science and technology studies0.0020.001
Scholarly communication0.0070.007
Open science0.0010.003
Research integrity0.0020.003
Insufficient payload (model declined to judge)0.0980.051

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.022
GPT teacher head0.302
Teacher spread0.281 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designNot applicable
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

Quick stats

Citations0
Published2016
Admission routes1
Has abstractyes

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