An analysis of the high school banking curriculum in a selected public school system in the metropolitan Washington, DC, area

The purpose of this study was to determine the extent to which tasks taught in the high school banking courses match tasks performed by tellers in the workplace. The research questions were as follows: (a) What are the teller tasks taught in the high school banking courses? (b) What is the importance of the tasks, as perceived by school bank managers, to the training of students for employment in teller positions? (c) What are the tasks performed by tellers in financial institutions? (d) What is the importance of the tasks, as perceived by tellers, to the performance of the duties of the job? (e) To what extent do the teller tasks taught in the high school banking courses match the tasks performed by tellers in financial institutions? (f) To what extent do tellers and school bank managers perceive the importance of the tasks similarly?

Survey questionnaires were used to gather descriptive data on teller tasks taught in the high school banking courses and performed on the job. Response rates for school bank managers and tellers were 91% and 79%, respectively. Mean scores, percentages, and correlations were used to analyze the data.

The findings revealed: (a) Over all 86 tasks, 56% were taught by school bank managers and 77% were performed by tellers. (b) Some of the tasks tellers rated important were not taught in the banking courses. (c) The tasks were rated important by both groups. (d) Students in some of the high schools had very limited exposure to tasks performed in the teller position.