Louisiana standards alignment

• C.14.b

  Partially covered

  Apply given financial data to real life situations such as balancing a checking account, reading bank and credit card statements, purchasing major goods, and avoiding consumer fraud.

  Covered by

  • Cash Flow, and When the Money Actually Moves

  • · 9 · Nobody promised you an order
  • · 10 · Authorised, posted, settled: three different moments
  • · 14 · Your deposit is a provisional credit until it is not
  • · 23 · Capstone: read your own calendar
  • · 2 · Business day, banking day, and the difference that costs money
  • · 3 · The cut-off hour, and the deposit that was not made today
  • · 5 · Why there is a schedule at all
  • · 6 · What must be available tomorrow, and what may wait
  • · 7 · Six exceptions, and the notice each one owes you
  • · 11 · The transfer you scheduled, and the three days you have to stop it
  • · 13 · Six rails, and six different clocks
  • · 15 · Instant is a different object, and irrevocability is the price
  • · 22 · What is a violation, and what is merely the rule
  • · 1 · The gap is the subject, and it is not a budgeting failure
  • · 21 · Build the map: the dates in, the dates out, and the gap

  What we do and don't cover: Partial, and the split runs cleanly through the standard's own list of four situations. TAUGHT: balancing a checking account, and reading a BANK statement. Both are worked from the rules that produce the numbers rather than as a clerical drill, which is what makes the standard's verb, applying given financial data, do real work. A learner separates the date a deposit lands from the date it becomes usable (12 CFR 229.10, 229.12, 229.13 and the cut-off hour at 229.19(a)), separates authorisation from posting from settlement, finds the account agreement's own definitions of available and ledger balance, identifies each preauthorized debit and its stop-payment window (12 CFR 1005.10), and reads the overdraft and returned-item totals Truth in Savings requires on the statement (12 CFR 1030.11(a)). The capstone is that exercise done once on the learner's own documents, and the mapping lesson before it is where the standard's verb, APPLYING given financial data, is actually exercised: a learner writes their own arrival dates, their own obligation dates, and the gap between them, from the documents rather than from memory. NOT TAUGHT: reading a CREDIT CARD statement, which belongs to MONEY-01 and MONEY-04 and is not in this course; purchasing major goods, which this course does not touch; and avoiding consumer fraud, which is MONEY-04's subject. A teacher planning against C.14.b gets the two deposit-account situations in depth and will have to supply the other two.

What we don't claim

A standards page is only worth reading if the omissions are honest too. We looked at these and left them out:

• Mathematics — nothing. This catalog does no mathematics instruction, so it meets no Louisiana mathematics standard (the Louisiana Student Standards for Mathematics, Louisiana's own since it replaced Common Core).
• English Language Arts — deferred, and deliberately NOT aliased. Louisiana replaced Common Core with its own Louisiana Student Standards for ELA. Those standards may be Common-Core-derived, but our rule is compare-before-aliasing: we have not fetched and compared the Louisiana ELA document this pass, so we do NOT alias Louisiana onto the shared Common Core file, and we make no Louisiana ELA claim yet. The catalog's media-literacy, rhetoric, and argument-writing teaching would be the candidates when it is fetched.
• Science — deferred, and deliberately NOT aliased. Louisiana's science is Louisiana's own. Louisiana's science standards (the 2017 Louisiana Student Standards for Science) are NGSS-BASED, but they are Louisiana's own document with Louisiana's own adoption. Blind-aliasing Louisiana onto our shared NGSS file without confirming the codes and text match would violate the rule, so we have not done it; the two Earth-science claims used elsewhere would be the candidates once the Louisiana document is fetched and compared.
• Civics expectations we checked and do NOT claim. C.8.b/c/e/f (comparing systems of government, the Enlightenment philosophers, ratification debates, and natural-rights theory), C.9.d (the executive branch's Cabinet, executive orders, and the 'bully pulpit'), C.9.g/h (constructionist interpretation by name; how governments raise and allocate revenue), C.10.d (equal protection and due process doctrine), C.11.c/g/h/i/j (political parties and interest groups; gerrymandering and turnout; the media's effect on politics — our media-literacy work is consumer protection, not political-media analysis; Louisiana's congressional redistricting), C.12.a/c/e (the policy-fields survey; U.S. interactions with other nations; post-WWII international law), and C.13.a/c/e/f (Adam Smith and the invisible hand; government-regulation perspectives; market structures and factors of production) are not genuinely taught by these courses, so we do not claim them. All of C.14 used to be rejected here too; see the entry below.
• Personal financial literacy (C.14) — this rejection has been superseded, in part. Until 2026-08-28 this file rejected all of C.14, personal financial literacy, on the ground that the catalog taught none of it. That was accurate then and is not now, and the correction is recorded here rather than deleted so a Louisiana teacher can see what changed. Two of the five sub-parts are claimed above, both partially: C.14.c, the benefits and risks of using credit, added when MONEY-01 shipped, and C.14.b, applying given financial data, added when MONEY-03 shipped, and each carries its limit on its own entry. THE C.14 STEM IS STILL NOT CLAIMED and will not be until the catalog earns it: Louisiana's stem names income, money management, spending and credit, and savings and investing, and claiming it would promise a teacher four domains this catalog does not deliver. Three sub-parts remain unclaimed and are named so the gap stays visible. C.14.a is the relationship between education, training and career options and future earning potential, which no course here teaches. C.14.d compares financial services across institutions, and although MONEY-02 prices bank, credit union and nonbank services against each other, it was not written against this code and is not claimed for it this pass. C.14.e is creating a budget, and that one is a deliberate and probably permanent refusal rather than a backlog item: MONEY-03 states in three separate lessons that it gives no financial advice, and it teaches cash-flow TIMING precisely because budgeting has no mechanism, no decision-maker and no recourse to teach from. One more thing is worth saying in the other direction, because it is a gap in LOUISIANA'S standards rather than in this catalog: MONEY-03's entire fifth section teaches income timing, meaning the arithmetic of weekly, biweekly, semimonthly and monthly pay, the state statutes that fix pay frequency and the maximum lag after a pay period, and the published federal rule that assigns a monthly benefit payment day by birth date. C.14.a is the nearest code and it is about earning POTENTIAL from education and training, not about when income arrives, so none of that teaching is claimed anywhere in C.14. Nothing here is claimed before it is taught, and nothing is stretched to cover a section the standards do not ask for.