This thesis investigates the effects of financial education mandates on improving financial literacy among students in the United States. The study utilizes the AIPW estimator to model the outcomes and treatments, aiming to estimate the Average Treatment Effect on the Treated (ATET) with double robustness. By analyzing data from the National Financial Capability Study (NFCS), the research examines the impact of state-level policies on financial literacy scores. The findings suggest that financial literacy mandates lead to positive shifts in outcomes over time, highlighting the importance of targeted interventions in enhancing financial knowledge. The study underscores the significance of incorporating financial education into school curricula to equip students with essential skills for managing personal finances. These insights offer valuable implications for policymakers and educators seeking to promote financial literacy and empower individuals to make informed financial decisions.
