Texas standards alignment

• §113.49(c)(9)(B)

  Covered

  describe how to access and interpret a sample credit report and score;

  Covered by

  • Credit, and the Decisions Made About You

  • · 3 · The lender is not reading you, it is reading a file
  • · 5 · What may appear in the file, and for how long
  • · 9 · A score is a prediction, and the statute says so
  • · 10 · There is no such thing as your credit score
  • · 11 · The four reasons beside the number are the useful part
  • · 17 · The dispute, and the clock it starts
  • · 18 · The furnisher has duties too, and that is the leverage
  • · 19 · Getting your own file, and the site the regulation does not name

  Note: Full, on both verbs. Access is the statutory free file disclosure at 15 U.S.C. 1681j and the centralized source Regulation V requires, taught to the floor rather than to a vendor's current offer. Interpretation is the whole middle of the course: what a consumer report is in the FCRA's own definition, what may appear in it and for how long under 1681c(a), and what a score is, which the statute defines as a modelled prediction rather than a measurement, disclosed with its range, its date, its provider and up to four key factors.

• §113.49(c)(9)(C)

  Covered

  describe the importance of monitoring credit reports regularly and addressing mistakes;

  Covered by

  • Credit, and the Decisions Made About You

  • · 17 · The dispute, and the clock it starts
  • · 18 · The furnisher has duties too, and that is the leverage
  • · 19 · Getting your own file, and the site the regulation does not name
  • · 13 · Read your own adverse action notice
  • · 14 · The second notice on the same page

  Note: Full. Addressing mistakes is taught as the statutory procedure rather than as general advice: the dispute and reinvestigation duty at 15 U.S.C. 1681i, with its thirty-day clock running from receipt and its five-business-day notice to the furnisher; the furnisher's own investigation duty at 1681s-2(b); and the rule that an item which cannot be verified is deleted on the same terms as one proved false. Monitoring is the free annual disclosure, plus the additional free copy an adverse action notice must tell a consumer about.

• §113.49(c)(9)(A)

  Partially covered

  discuss how character, capacity, and collateral can adversely or positively impact an individual's credit rating and the ability to obtain credit;

  Covered by

  • Credit, and the Decisions Made About You

  • · 9 · A score is a prediction, and the statute says so
  • · 10 · There is no such thing as your credit score
  • · 11 · The four reasons beside the number are the useful part
  • · 1 · Before it is about scores, it is about a calendar
  • · 7 · The file that does not exist

  What we do and don't cover: Partial. The course teaches at length what data actually feeds a credit rating and how it reaches a score, and it treats capacity as the timing constraint that drives borrowing in the first place. It does not use the three-Cs framing by name, and it does not teach collateral at all, which is a secured-lending concept the course does not reach. A teacher expecting the traditional three-Cs vocabulary will not find it here.

• §113.49(c)(9)(E)

  Partially covered

  appraise the impact of borrowing decisions on credit score, including consequences of poor credit management and bankruptcy.

  Covered by

  • Credit, and the Decisions Made About You

  • · 3 · The lender is not reading you, it is reading a file
  • · 5 · What may appear in the file, and for how long
  • · 9 · A score is a prediction, and the statute says so
  • · 10 · There is no such thing as your credit score
  • · 11 · The four reasons beside the number are the useful part

  What we do and don't cover: Partial. The course covers what adverse items are, how long each may be reported under 15 U.S.C. 1681c(a) including the ten-year period for a case under title 11, and how the file feeds the model. It refuses the rest of the standard on principle: it promises no outcome in points and gives no borrowing strategy, because it prints no claim that any step will move any future score. So the mechanism is taught and the appraisal of decisions is not.

• §113.49(c)(10)(A)

  Partially covered

  examine the components of the cost of borrowing, including annual percentage rate (APR), fixed versus variable interest, length of term, grace period, and additional fees such as late payment, cash advance, and prepayment penalties;

  Covered by

  • Credit, and the Decisions Made About You
  • Predatory Products, Priced

  • · 21 · The number that exists so two offers can be compared
  • · 2 · A fee is a rate, and the law already told you why
  • · 5 · What the transaction actually is, in a state that licenses it
  • · 8 · The same arithmetic, with the car attached
  • · 6 · The first loan is not where the money is
  • · 10 · Two numbers, and the only comparison that matters
  • · 15 · Two products, and only one of them is a loan
  • · 16 · Overdraft, priced the way this course prices everything else

  What we do and don't cover: Partial, and it got substantially fuller on 2026-08-28 when MONEY-04 shipped; this entry previously covered only the first named component and said the rest was scheduled. COVERED NOW: the annual percentage rate, from the Truth in Lending Act's own purpose and computed from the statutory open-end formula at 15 U.S.C. 1606(a)(2), with the closed-end actuarial method named. LENGTH OF TERM, which is the second thing this standard asks for, is now taught as the variable that decides the price, worked twice on real statutory ceilings: one Florida fee cap annualizes to roughly 261 percent over fourteen days and roughly 521 percent over seven, and one Georgia pawn ceiling to roughly 304 percent over thirty-day periods. ADDITIONAL FEES are taught from the statutes that enumerate them, including a deferred presentment verification fee, a title-lender monthly maintenance fee, returned-payment and late charges, repossession and sale costs, and an overdraft fee with its daily maximum and any sustained-overdraft charge. PREPAYMENT PENALTIES are taught, and taught as prohibited in the two lending statutes the course reads in full. STILL NOT TAUGHT: fixed against variable interest, and the credit-card grace period, neither of which appears anywhere in this catalog.

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 and Personal Financial Literacy — nothing. This catalog does no mathematics instruction, so it meets no Texas mathematics TEKS. The personal-finance half of this entry has been superseded; see the entry below.
• Mathematics — nothing. Personal Financial Literacy — three of many, now that banking is taught. This catalog does no mathematics instruction, so it meets no Texas mathematics TEKS, and that half is unchanged. The other half used to read that the catalog does no personal-finance instruction, so neither the Personal Financial Literacy strands of Economics (§113.31(d)(15)-(20)) nor the standalone Personal Financial Literacy course (§113.49) was claimed. That changed on 2026-08-28 and the correction is recorded here rather than deleted. Now claimed: §113.31(d)(16)(D) in full (types of consumer accounts and their risks, costs and benefits), §113.31(d)(16)(A) in part (the functions of financial institutions, household half only), and §113.49(c)(4)(C) in part (comparing total costs of alternative methods of payment). Still not claimed, and named so the gap stays visible: §113.31(d)(15) (types of business ownership), (16)(B) and (16)(C) (capital formation, and interest and risk in allocating savings), (17) (investing, savings programmes, reconciling a checking account, loans, borrowing and credit scores), (18) (credit card debt, bankruptcy, insurance, charitable giving), and (20) (paying for postsecondary education). Statement (19), renting against buying a home, was claimed on 2026-08-28 when MONEY-06 shipped and is no longer part of this rejection. In §113.49, §113.49(c)(4)(A) on owning against renting housing was also claimed on 2026-08-28; the remaining knowledge-and-skills statements are not. Nothing is claimed before it is taught.
• Science — Texas is NOT an NGSS state, and we did not fetch its science TEKS. Texas writes its own science TEKS (19 TAC Chapter 112), not the Next Generation Science Standards. This catalog has no laboratory work, investigations, or modelling, and we did not fetch the Texas science standards this pass. Our rule is fetch-or-don't-cite, so Texas gets no science claim — unlike Arizona, where we fetched the document and found two Earth-science partials.
• Personal Financial Literacy (§113.49, §113.31(d)(15)-(20)) — this rejection has been superseded, in part. Until 2026-08-28 this file told a Texas teacher, in the catalog's own words, that it did no personal-finance instruction at all, and that neither §113.49 nor the Economics personal-finance strands were claimed. That was accurate then and is not now, and this entry has been superseded twice on the same day rather than deleted. FIRST, MONEY-01 (the consumer credit decision, from the Fair Credit Reporting Act, the Equal Credit Opportunity Act and Regulation B) brought (c)(9)(B) and (c)(9)(C) in full and (c)(9)(A), (c)(9)(E) and (c)(10)(A) in part, and MONEY-02 (deposit accounts and the nonbank substitutes) brought (c)(4)(C) in part. SECOND, MONEY-04 (high-cost products, and the line federal law draws around fraud) added (c)(8)(A), (c)(13)(A) and (c)(13)(C), all partial, and made (c)(4)(C) and (c)(10)(A) substantially fuller. So the sentence about fraud and identity theft that this entry used to carry is no longer true and has been removed from the list below. What remains unclaimed is still most of the course, and the reasons are specific. Knowledge and skills statements (c)(1) through (c)(3) are financial goals, income statements, budgets, balance sheets and paycheck components; the rest of (c)(4) is consumption decisions including renting against buying; (c)(5) through (c)(7) are saving, investing and retirement, of which (c)(7)(B) on the sources of retirement income was claimed in full and (c)(6)(A) in part on 2026-08-29 when MONEY-07 shipped, with the rest still unclaimed; (c)(8)(B) and (c)(8)(C) are types of credit and the impact of credit decisions on a budget and a net worth statement; (c)(11) and (c)(12) are risk management and insurance; (c)(13)(B) is a taxonomy of schemes and scams (investment, pyramid, phishing, check cashing, home renovation) that this course does not survey and will not claim by widening its neighbours; (c)(14) is estate planning; and (c)(15) and (c)(16) are postsecondary education costs and how to pay for them. None of that is taught here, and the courses state in prose that they give no financial advice, so a budgeting or investing claim would misdescribe them. Inside Economics, the §113.31(d)(15)-(20) personal-finance strands remain unclaimed for the same reason: (d)(15) is business ownership forms, (d)(16) is financial institutions and capital formation, (d)(17) is investing and checking accounts, (d)(18) is credit-card debt, bankruptcy and insurance decisions, (d)(19) is renting against buying a home, and (d)(20) is paying for college. Two of the strand's sub-expectations, (d)(17)(E) on the responsibilities and obligations of borrowing and (d)(17)(F) on understanding one's credit score, come closest, and they were read and declined: (F) pairs understanding with developing strategies to become a low-risk borrower, which is exactly the advice these courses refuse to give, and (E) asks for the obligations rather than their consequences. A separate section, §113.76 Personal Financial Literacy and Economics, was adopted effective August 1, 2022 and is also currently in effect; it has not been fetched and carries no claim, per fetch-or-do-not-cite.
• The retirement standards (§113.49(c)(5)-(c)(7)) — this rejection has been superseded in part, and the refusals are named. Until 2026-08-29 every one of Texas's saving, investing and retirement student expectations was rejected, on the stated ground that this catalog taught none of it. MONEY-07 (`retirement-accounts`) changed part of that and the correction is recorded here rather than deleted. NOW CLAIMED IN FULL: §113.49(c)(7)(B), identify and explain sources of income during retirement, including Social Security, individual savings, and employer-sponsored plans. All three sources are taught from the instruments that create them, and the entry above states what full does and does not include. NOW CLAIMED IN PART: §113.49(c)(6)(A), the role of financial institutions and markets in saving and investing, where the institutions are taught in unusual depth and the markets are not taught at all. STILL REFUSED, AND REFUSED ON PURPOSE RATHER THAN FOR WANT OF CONTENT. §113.49(c)(5)(A), (c)(5)(B) and (c)(5)(D) each ask a student to DEVELOP a saving or investing strategy, short-term, intermediate-term or long-term, and §113.49(c)(7)(C) asks them to understand the importance of saving early and at a sufficient level. MONEY-07 states in prose in three separate lessons that it gives no financial advice, names no product or provider, states no savings rate and projects no return, so a claim on any of those four would misdescribe the course to a teacher. §113.49(c)(5)(C), the tax benefits of charitable contributions, is not taught. §113.49(c)(6)(B), (c)(6)(C) and (c)(6)(D) are compound growth demonstrated as a savings outcome, savings options such as certificates of deposit and money market mutual funds, and the risk and return of stocks, bonds and mutual funds: the course teaches no product and no return of any kind, and its one compounding illustration is a labelled hypothetical about the effect of a fee with growth deliberately stripped out. §113.49(c)(7)(A), the costs of retirement including living, health care and long-term care expenses, is not taught at all. Inside Economics, §113.31(d)(17)(A), assessing ways to be a wise investor including developing a personal retirement plan, was read on 2026-08-29 and declined for the same reason as the §113.49 strategy expectations: the standard asks for wisdom in investing, and this course refuses to give investment advice.
• The housing standards (§113.31(d)(19), §113.49(c)(4)(A)) — this rejection has been superseded in full. Until 2026-08-28 every personal-finance standard in this file was rejected, and the two that name housing were rejected with the rest. MONEY-06 (`housing-decisions`) changed that, and the correction is recorded here rather than deleted. Now claimed in full: §113.31(d)(19)(A) and §113.49(c)(4)(A), which ask a student to evaluate or analyse the costs and benefits of renting a home against buying one. Claimed in part: §113.31(d)(19)(B), the transition from renting to home ownership, where the transaction is taught in full and the saving that precedes it is not taught at all. NOT claimed, and named so the gap stays visible: the parent knowledge-and-skills statement of (d)(19), which is headed "The student understands how to provide for basic needs while living within a budget" and therefore asks for budgeting this catalog does not teach; §113.49(c)(4)(B) on owning against leasing a vehicle and (c)(4)(D) on strategies for purchasing consumer goods, neither of which is housing; and §113.76, the separate Personal Financial Literacy and Economics course adopted effective August 1, 2022, whose (c)(6)(G) is a further owning-against-renting expectation. §113.76 was READ in the same PDF on 2026-08-28 and is deliberately left unmapped, because this file carries no §113.76 framework and creating one belongs to a pass that transcribes the whole course rather than to a housing course cherry-picking one line out of it.
• The paycheck standards (§113.49(c)(3)) — this rejection has been superseded, in part. Until 2026-08-29 this file said that knowledge-and-skills statement (c)(3), the earning-and-spending statement about components of compensation, was not taught here. Two of its three sub-expectations now are, and the correction is recorded rather than deleted. CLAIMED IN FULL: (c)(3)(B), identifying the taxes deducted from paychecks including FICA and federal income taxes, which MONEY-05 (`taxes-and-filing`) teaches from 26 U.S.C. 3402(a)(1) and 3101 rather than as labels, together with the 26 U.S.C. 31(a)(1) consequence that only the chapter 24 half is credited back at filing; and (c)(3)(C), calculating gross and net pay from a paycheck, worked on a labelled hypothetical statement and then again on the learner's own in the capstone. STILL NOT CLAIMED, and named so the gap stays visible: the (c)(3) STEM, because it is answered by sub-expectation (A), a list of benefits (health insurance contributions, retirement benefits, sick leave, vacation pay, flexible spending and health savings accounts, workers compensation, life insurance and disability insurance) that this catalog teaches nowhere. Claiming the stem would promise a Texas teacher the benefits half of the statement as well, so it is left alone. ALSO NOT CLAIMED, and the reason is the same as everywhere else in this file: nothing in §113.49 or in the Economics personal-finance strands asks about a tax RETURN, a filing status, a refundable credit or an examination, which is most of what MONEY-05 actually teaches, so the course's coverage of this framework is genuinely narrow and is stated narrowly.
• Ethnic Studies: African American Studies (§113.51) — read for the fair-housing content, and declined. MONEY-06 teaches the Fair Housing Act from 42 U.S.C. 3601 and 3604, racially restrictive covenants and Shelley v. Kraemer, and the congressional finding about lending in 12 U.S.C. 2801. Texas's African American Studies course names fair housing twice in "such as" lists: §113.51(c)(9)(E), on government actions and legislation addressing racial and social injustices from 1960 to the present day, and §113.51(c)(10)(B), on the philosophies and ideologies that influenced the African American experience. Both were read in the TEA PDF on 2026-08-28 and neither is claimed. The reason is scope rather than subject: those standards ask for an analysis of a long arc across voting rights, education, employment, affirmative action, incarceration and health, in which fair housing is one illustrative item, and a consumer-finance course that teaches one statute in depth does not deliver that arc. Claiming a survey standard on the strength of one item in its list is exactly the padding this module refuses.
• Grade 7 Texas History (§113.20) — where the flagship's fullest home lives, not yet fetched. Texas's dedicated instruction on the Texas Constitution, the plural executive, Texas's courts, and Texas local government sits in Grade 7 Texas History (§113.20, Subchapter B, middle school). That is the natural 1:1 home for Texas Civics. We mapped the flagship into the high-school United States Government course's national/state/local comparison standards ((d)(7)(H), (d)(9)(A)) this pass, honestly as partial, and defer §113.20 to a later pass rather than cite standards we have not read.
• Texas has no citizen-initiative standard, because Texas has no citizen initiative. A distinctive flagship lesson is that Texas has NO statewide citizen initiative — only the Legislature may propose constitutional amendments. Arizona's and California's standards reward teaching their direct-democracy tools; Texas's do not, because there is nothing of the kind to teach. So that lesson, though central to understanding Texas, maps to no TEKS and we claim none for it. The gap is in Texas's government, correctly reflected in its standards.
• Most of the United States Government federal-heavy standards. §113.44(d)(1) (founding philosophy and individuals as named content), (d)(2) (parties, interest groups, and media affecting public policy — our media-literacy work is consumer protection, not political-media analysis), (d)(3) (geography of districts, gerrymandering, Baker v. Carr), (d)(4)-(5) (government and the free enterprise economy, fiscal policy, international trade set by the branches), (d)(10) (political parties and the two-party system), (d)(11) (comparing the U.S. to other political systems as named content), (d)(16)-(18) (government policy and culture; science, technology, and government) — the courses do not genuinely teach these as the standard requires, so we do not claim them.
• The landmark-cases overlap is thin, and we say so. Our Know Your Rights course teaches Tinker, Brandenburg, Mapp, Terry, T.L.O., Riley, and Carpenter as applicable rules. The US Government standard §113.44(d)(12)(E) enumerates Engel, Schenck, Texas v. Johnson, Miranda, Gideon, Mapp, and Roe — Mapp is the only direct overlap (Tinker appears separately in US History §113.41(d)(20)(A)). We claim the case-application skill as partial and do not pretend to cover this standard's specific case list.
• The rest of World History, US History, World Geography, and Economics we checked. We read the full knowledge-and-skills of each social studies course and claim only the standards the catalog genuinely teaches. The surveys of Renaissance/Reformation, the World Wars, the Cold War as a whole, the American political eras, monetary and fiscal policy, market structures, and the many social studies skills sub-standards not listed above are not claimed. The reject list is the evidence the map was not padded.
• English I, III, and IV; and the ELA composition strand as a programme. We mapped English II (§110.37) as the representative course; English I (§110.36), III (§110.38), and IV (§110.39) carry parallel author's-craft, response, and inquiry standards we did not separately transcribe. And the composition strand's sustained writing expectations are met only by the Coffee project — one optional project in one episode — so we claim the argument and research standards as partial, never a full writing programme.
• Health strands beyond health literacy and decision-making. Health I (§115.38) mental- and social-emotional health, healthy eating and physical activity as named content, injury and violence prevention, alcohol/tobacco/other drugs, and reproductive and sexual health were checked and are not genuinely taught by these courses. We claim only the two health-literacy standards and the decision-making standard, all partial.
• Physical Education motor-demonstration outcomes. Every PE outcome that asks a student to DEMONSTRATE or PARTICIPATE in physical activity (competency in target, striking/fielding, fitness, rhythmic, and innovative activities; officiating; skill performance) is out of reach of an online course. We claim only the technology, personal-fitness-planning, consumer-evaluation, and sport-strategy KNOWLEDGE outcomes, and say so on each.