Tag Archives: Receiving

NFCC Makes the Case against Receiving a Federal Income Tax Refund

Washington, DC (PRWEB) March 05, 2013

Millions of Americans celebrate receiving an income tax refund each year. Many of these same people live each month under the burden of financial hardship, struggling to make ends meet, often falling behind on living expenses and debt obligations.

The February poll hosted on the National Foundation for Credit Counseling (NFCC) website revealed that a significant majority of respondents, 58 percent, intentionally plan to always receive an income tax refund, unnecessarily allowing Uncle Sam the use of their hard-earned money, only to have it returned to them without benefit of interest.

Not only is the American taxpayer self-inflicting financial pain, they are doing so with intentionality, said Gail Cunningham, spokesperson for the NFCC. It boils down to a simple choice of determining if its more important to have extra money in their pocket each month or once per year.

The average income tax refund in recent years has been in the $ 3,000 range, or approximately $ 250 per month. For many people, that amount can mean the difference between financial solvency and financial distress, yet they continue to have too much money deducted from their paycheck month after month. Further, although well-meaning, many who receive the refund dont spend it wisely, and even for those who do, once the money is gone, the cycle of struggling to responsibly pay monthly bills begins all over again.

Many consumers argue in favor of an income tax refund saying that it is a forced savings. That is correct, but there is a better way to save. The NFCC advises consumers to implement the following three-step program when they receive this years refund:


Chicago Public Schools Expands Carnegie Learning Implementation : Forty-Four Schools, 12,500 Students Receiving Differentiated Math Instruction in Chicago Elementary and High Schools

PITTSBURGH (PRWEB) July 30, 2008

CPS also purchased Carnegie Learning’s Algebra I curricula for some eighth grade classes in 19 elementary schools across the District.

“Chicago has been an excellent proving ground for Carnegie Learning’s Algebra Readiness solution,” said Dennis Ciccone, Chief Executive Officer of Carnegie Learning, Inc. “The District is a model for change and improvement in the education of students in large urban districts, as we are very proud to be expanding our partnership to make a difference in these students’ futures.”

Chicago Public Schools is the nation’s third-largest school system and includes more than 600 schools serving 435,000 students. Chicago’s High School Transformation project, unveiled in September 2006 by CPS Chief Executive Officer Arne Duncan, is supported with $ 21 million from the Bill & Melinda Gates Foundation. The program is designed to strengthen schools with new, rigorous college preparatory curricula in English, math, and science. Initially, Carnegie Learning’s solutions were selected for eight schools, and over the last two years, CPS has consistently expanded the implementation of Carnegie Learning’s blended textbook and software solutions.

Carnegie Learning’s curricula are based on more than two decades of cognitive science research at Carnegie Mellon University studying how students think, learn, and apply new knowledge in mathematics. The instructional format prescribes three days a week of classroom instruction and two days a week in a teacher-supervised software lab environment. Carnegie Learning’s Cognitive Tutor