hen children think about the future, they dream about a world of possibilities. Whether that’s finding a career they love, owning their own business, or being financially secure in whatever field they choose, there are no limits as to what they believe they can accomplish.
To achieve these goals, they need to start smart—and that’s where Junior Achievement (JA) comes in. JA helps teach children the skills they need to succeed in life—from being ready for the workplace or buying a first car to starting and successfully running a company.
To reach as many children as possible, JA relies on a lot of educators and volunteers; in fact, the program couldn’t run without them. Two Alaskans have been honored this year for going above and beyond for JA and the children it serves.
Mears Middle School
“The [JA] program is wonderful; volunteers come into the classroom and teach students about money, finance, budgeting, earning or paying interest, and more,” she says. “It not only teaches financial literacy but JA makes lessons relevant to students’ lives.”
When Trawicki was transferred to teach kindergarten the next year, and later as an elementary art teacher, she wasn’t able to take part in the JA program. But in January 2024, she took on a new role, teaching Family and Consumer Science (FCS) at Mears Middle School.
“Since the Anchorage School District didn’t have an adopted curriculum for FCS, I used the Family and Consumer Science National Standards to guide curriculum decisions,” she says. “I focused on four main learning goals: cooking, kitchen safety, and food handling; hand and machine sewing; the American Red Cross babysitting class including first aid, CPR, and how to use an AED; and Junior Achievement financial literacy programs.”
“It’s really important to introduce students to this material,” she says. “So many Americans are in debt; many can’t pay their credit card balances in full each month. They don’t know how to create and stay within a budget and are not saving and investing enough money for their futures. Unfortunately, many parents aren’t knowledgeable about or take the time to teach their children about financial literacy.”
She adds that many middle school students have never balanced a budget and don’t know how to make informed decisions about their money. “They haven’t learned to differentiate between wants versus needs,” she says with a laugh. “In this age group, everything is a need.”
One way to get students excited about saving money is by teaching them about interest rates and how money can grow over time, says Trawicki. “In the 6th grade, most students don’t understand passive income,” she explains.
Students also learn how to set goals and save for items they really want like a car, technical school, or a college education.
“I ask them, ‘How much money do you need to save to buy a car when you’re 16?’ and we figure out how much they need to save monthly,” says Trawicki. “They are actively planning their future instead of passively watching life unfold. They are also becoming goal oriented, learning how to fund big expenses without going into debt. These are great life skills that will stay with them forever.”
Trawicki sees value in preparing pre-teens for their teenage life choices. “When they get that first job and are excited to have cash in their pocket, it’s up to them to make decisions on how they will save, invest, or use the money they earn,” she adds. “The more information people have, the better decisions they make. This knowledge puts them in control of their destinies.”
In Anchorage schools, FCS is part of the district’s Career Technical Education (CTE) Department, which focuses on offering courses that prepare students for a variety of high-wage, high-skill, and high-demand careers. Both JA and the ASD CTE department help students focus on the future by using a national framework called “career clusters”—groups of related jobs and industries that share common skills, interests, and educational pathways.
Through career mapping, students can see what steps are required to work and grow within their preferred career cluster. Becoming an electrician, for example, requires a high school diploma or GED, enrolling in a technical training program, then taking part in an apprenticeship. CTE and JA walk students through the process.
“The JA lessons include time for students to learn about their values, abilities, talents, and interests to see what types of careers might be a good fit for them,” says Trawicki.
Even before hitting the workforce, students can put these lessons to work, earning college credits and certifications at ASD’s King Tech High School.
Trawicki notes that JA also focuses on careers that will be in demand in the future.
“Students don’t want to spend a lot of money on technical schools or a higher education only to discover that there are few jobs available in that field,” says Trawicki. “The JA curriculum projects where job market needs will be in the future, so students can study in a field that will be hiring when they are looking for full-time employment.”
Now in her twenty-eighth year of teaching, Trawicki continues to promote JA for the positive influence it has on young people’s lives.
“Children are doing, asking, becoming, and are excited to do things that they never thought they could,” she says. “Some of these concepts may challenge them, but one of our Mears Middle School expectations is to be resilient. I teach students that they can do hard things.”
Another life lesson that JA teaches is to get into an education program and stick with it. Trawicki says, “Some middle school students have never set goals before, but by getting them to focus on the future, they start asking themselves, ‘What do I want and how do I get there?’ This type of forward thinking is very meaningful, motivational, and life-changing for students.”
She adds that the JA curriculum is easy for teachers to use and includes teacher’s manuals, slideshows that are relevant and up to date, excellent lesson topics, and numerous extension activities to pique students’ interest.
“I recently had a 6th grader with his cellphone out during the JA lesson, and I confiscated it since students are not allowed to have phones out during school hours,” says Trawicki. “After class, he apologized, saying that he had his phone out so he could take photos of the JA slides. He was so interested in the material that he wanted to make sure he didn’t forget it. That’s how meaningful this information was for a 12 year old!”
Scan Home Furniture
“It’s pretty obvious that kids today need more grounding in math, in business, and in a lot of the basics that you use in everyday life,” he explains. “They don’t seem to get that at school or at home anymore a lot of the time, so I’m really glad to have found JA.”
Propes, 72, came to Alaska in the mid-‘70s to work on the oil pipeline and started his furniture business in the early ‘80s. He joined JA as a volunteer because he believed in its mission and has taught almost every grade level during his two decades of service.
“The last couple of years, I’ve specialized in the 3rd and 4th grade, which in some ways is easier than teaching high school students or middle schoolers. In other ways, it’s more challenging,” he says.
Propes, who teaches the JA Our Region, JA Our Community, and JA Our Nation curriculum, says that the lessons are good for young kids, especially since they contain numerous activities to keep their attention.
“I’m spoiled because my dad was a banker, and we always thought in terms of what things cost and what was a fair price and the importance of saving money and opening a bank account,” he adds. “For me, it was second nature, but it’s not for most kids. JA helps to teach them about handling money.”
Propes volunteers three to five times a school year, fitting it around his busy travel schedule now that he is retired.
“I get at least as much out of it as the kids do,” he says of his interaction with the younger generation. “My own kids are long gone, and I live alone; it’s kind of a lonely existence. So it’s great to go into the classroom and be surrounded by all of these young minds, absorbing things, and seeing their hands go up—it’s exciting.”
He adds that JA is always looking for volunteers and that first-timers shouldn’t be intimidated by the idea of standing in front of a classroom.
“If I can do it, it’s not that difficult,” he quips. “The first time might make you a little uneasy, but it’s just a bunch of kids. You can’t do anything wrong if you just talk to them.”
Propes generally feels welcome in the classroom. “They’ll appreciate you for who you are and what you know,” he adds. “I totally encourage more people to take the first step and try it. See if you like it. If you find value in it for yourself and for the kids, maybe you’ll want to do it more often.”
Propes, who also volunteers at the food bank and frequently donates blood, says that he has noticed an uptick in recently retired people volunteering their time.
“Junior Achievement is a great opportunity for people looking for something to fill their days; it challenges us to get us out of our comfort zones and do things for the kids,” he says. “It’s been a great fit for me, which is why I think more people should get off their duffs and try it. You may find it reinvigorates your retirement!”