Concept, Institution, and Practice: An Analysis of the Policy Pathway and Dynamic Evolution of the U.S. National Strategy for Financial Literacy Education

This study conducts an in-depth analysis of the implementation paths and core mechanisms of the U.S. federal government’s national strategy for financial literacy education. It finds that the dynamic policy framework constructed by the United States, characterized by conceptual guidance, institutional safeguards, and practice-oriented adaptation, is the key to ensuring the rapid development of its financial literacy and education initiatives. Since 2003, the core philosophy of its national strategy has evolved from consumer protection to financial well-being for all, which profoundly embodies the core principles of acting in light of evolving circumstances and tailored approaches for diverse populations. The statutory core status of the Financial Literacy and Education Commission (FLEC), established by the Financial Literacy and Education  Improvement Act, has laid the foundation for inter-agency collaboration. In practice, relying on an integrated resource platform and a multi-tiered closed-loop evaluation system, the U.S. has achieved effective integration and targeted delivery of educational resources. Most crucially, the federal government has a clear positioning and well-defined responsibility boundaries, giving full play to its three core functions as a convenor, a facilitator and an evaluator to build a sound policy ecosystem for financial literacy and education in the United States. This systematic policy approach provides key insights for China in developing its own financial literacy education system, particularly in terms of top-level design, coordination mechanisms, and the scientization of practical implementation.