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Articles 1 - 9 of 9
Full-Text Articles in Social and Behavioral Sciences
Do Child Development Accounts Promote Account Holding, Saving, And Asset Accumulation For Children's Future? Evidence From A Statewide Randomized Experiment, Yunju Nam, Youngmi Kim, Margaret Clancy, Robert Zager, Michael Sherraden
Do Child Development Accounts Promote Account Holding, Saving, And Asset Accumulation For Children's Future? Evidence From A Statewide Randomized Experiment, Yunju Nam, Youngmi Kim, Margaret Clancy, Robert Zager, Michael Sherraden
Center for Social Development Research
This study examines the impacts of Child Development Accounts (CDAs) on account holding, saving, and asset accumulation for children, using data from the SEED for Oklahoma Kids experiment (SEED OK). SEED OK, a policy test of universal and progressive CDAs, provides a 529 college savings plan account to every infant in the treatment group with automatic account opening and an initial deposit. SEED OK also encourages treatment participants to open their own 529 accounts with an account opening incentive and a savings match. Using a sample of infants randomly selected from birth records (N=2,70) and randomly assigned to treatment and …
A Process Model Of Children's Savings Indirect Effects On College Progress, William Elliott Iii, Ilsung Nam, Toni Johnson
A Process Model Of Children's Savings Indirect Effects On College Progress, William Elliott Iii, Ilsung Nam, Toni Johnson
Center for Social Development Research
In addition to direct effects that accompany owning savings, asset researchers hypothesize that savings also has indirect effects. However, theory and research on the psychological effects of assets are in their early stages of development. One promising area of theoretical and research inquiry is the study of college expectations as an explanatory mechanism for the relationship between assets and children’s educational outcomes. However, little theory has been developed about how assets may influence college expectations. a recent study uses Identity-Based Motivation (IBM) theory to explain the indirect effects of assets. There are three core components of IBM: (1) salience, (2) …
The Age Old Question, Which Comes First? A Simultaneous Test Of Children's Savings And Children's College-Bound Identity, William Elliott Iii, Eun Hee Choi, Mesmin Destin, Kevin Kim
The Age Old Question, Which Comes First? A Simultaneous Test Of Children's Savings And Children's College-Bound Identity, William Elliott Iii, Eun Hee Choi, Mesmin Destin, Kevin Kim
Center for Social Development Research
The Age Old Question, Which Comes First? a Simultaneous Test of Children's Savings and Children's College-Bound Identity
Direct Effects Of Assets And Savings On The College Progress Of Black Young Adults, William Elliott Iii, Ilsung Nam
Direct Effects Of Assets And Savings On The College Progress Of Black Young Adults, William Elliott Iii, Ilsung Nam
Center for Social Development Research
Direct Effects of Assets and Savings on the College Progress of Black Young Adults
Reducing The College Progress Gap Between Low- To Moderate-Income (Lmi) And High-Income (Hi) Young Adults: Assets As An Understudied Form Of Economic Capital, William Elliott Iii, Monique Constance-Huggins, Hyun-A Song
Reducing The College Progress Gap Between Low- To Moderate-Income (Lmi) And High-Income (Hi) Young Adults: Assets As An Understudied Form Of Economic Capital, William Elliott Iii, Monique Constance-Huggins, Hyun-A Song
Center for Social Development Research
Reducing the College Progress Gap Between Low- to Moderate-Income (LMI) and High-Income (HI) Young Adults: Assets as an Understudied Form of Economic Capital
Reducing The College Progress Gap Between Low- To Moderate-Income (Lmi) And High-Income (Hi) Young Adults, William Elliott Iii, Monique Constance-Huggins, Hyun-A Song
Reducing The College Progress Gap Between Low- To Moderate-Income (Lmi) And High-Income (Hi) Young Adults, William Elliott Iii, Monique Constance-Huggins, Hyun-A Song
Center for Social Development Research
College progress identifies young adults who are “on course,” that is, those who are currently enrolled in, or who have a degree from, a two-year college or a four-year college. However, little is known about the impact of these factors on low-to-moderate-income (LMI) young adults. Findings suggest LMI young adults with school savings are two and half times more likely to be on course than LMI young adults without savings. Policies such as universal Child Development Accounts (CDAs) that can help adolescents accumulate savings may be a simple and effective strategy for helping to keep LMI young adults on course.
Taking Stock Of Ten Years Of Research On The Relationship Between Assets And Children's Educational Outcomes: Implications For Theory, Policy, And Intervention, William Elliott Iii, Mesmin Destin, Terri Friedline
Taking Stock Of Ten Years Of Research On The Relationship Between Assets And Children's Educational Outcomes: Implications For Theory, Policy, And Intervention, William Elliott Iii, Mesmin Destin, Terri Friedline
Center for Social Development Research
This paper has two main goals. First, we provide a review of 38 studies on the relationship between assets and children’s educational attainment. Second, we discuss implications for Child Development Accounts (CDAs) policies. CDAs have been proposed as a potentially novel and promising asset approach for helping to finance college. More specifically, we propose that CDAs should be designed so that, in addition to promoting savings, they include aspects that help make children’s college-bound identity salient, congruent with children’s group identity, and that help children develop strategies for overcoming difficulties.
Inquiry, Innovation, & Impact: Report To The Community, Center For Social Development
Inquiry, Innovation, & Impact: Report To The Community, Center For Social Development
Center for Social Development Research
Inquiry, Innovation, & Impact: Report to the Community
The Age Old Question, Which Comes First? A Simultaneous Test Of Children's Savings And Children's College-Bound Identity, William Elliott Iii, Eun Hee Choi, Mesmin Destin, Kevin H. Kim
The Age Old Question, Which Comes First? A Simultaneous Test Of Children's Savings And Children's College-Bound Identity, William Elliott Iii, Eun Hee Choi, Mesmin Destin, Kevin H. Kim
Center for Social Development Research
This study has three goals: (1) to provide an extensive review of research on the assets/expectation relationship, (2) to provide a conceptual framework for how children’s savings effects children’s college-bound identity (children’s college expectations are a proxy for children’s college-bound identity), and (3) to conduct a simultaneous test of whether owning a savings account leads to college-bound identity or college-bound identity lead to owning a savings account using path analytic technique with Structural Equation Modeling (SEM). Our review reveals asset researchers theorize about college-bound identity in two distinct but compatible ways: college-bound identity as a “linking mechanism," and college-bound identity …