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Statewide Child Development Account Policies: Key Design Elements, Margaret M. Clancy, Sondra G. Beverly
Statewide Child Development Account Policies: Key Design Elements, Margaret M. Clancy, Sondra G. Beverly
Center for Social Development Research
Child Development Accounts (CDAs) aim to build assets for postsecondary education. Unlike many asset-building programs, CDAs were explicitly conceived to be universal (every child is included) and progressive (greater support for disadvantaged children). Four states have created statewide CDAs—Baby Scholars in Connecticut, the Harold Alfond College Challenge in Maine, College Kick Start in Nevada, and CollegeBoundbaby in Rhode Island. In this policy report, we describe these CDAs to provide perspective and inform new initiatives. We begin by identifying 10 key CDA policy design elements originally modeled by the CDA in the SEED for Oklahoma Kids experiment. By modeling key design …
Start Lifelong Asset Building With Universal And Progressive Child Development Accounts, Jin Huang, Margaret S. Sherraden, Margaret M. Clancy, Michael Sherraden, Trina R. Shanks
Start Lifelong Asset Building With Universal And Progressive Child Development Accounts, Jin Huang, Margaret S. Sherraden, Margaret M. Clancy, Michael Sherraden, Trina R. Shanks
Center for Social Development Research
This policy action statement was developed by members of the networks engaged in the Grand Challenges to Build Financial Capability and Assets for All and to Reduce Extreme Economic Inequality. The Grand Challenges initiative’s policy action statements present proposals emerging from Social Innovation for America’s Renewal, a policy conference organized by the Center for Social Development at Washington University in collaboration with theAmerican Academy of Social Work & Social Welfare, which is leading the Grand Challenges for Social Work initiative to champion social progress through a national agenda powered by science.
Do Savings And Assets Reduce Need-Based Aid For Dependent Students?, Margaret M. Clancy, Sondra G. Beverly
Do Savings And Assets Reduce Need-Based Aid For Dependent Students?, Margaret M. Clancy, Sondra G. Beverly
Center for Social Development Research
Federal programs such as Pell Grants provide financial aid for college according to need. Although the federal government is the principal source of need-based student aid, almost all states offer assistance. Rules governing student aid designate income as the primary indicator of ability to pay but assets are also considered. This policy brief documents the impact of assets on need-based aid for dependent students under current rules and formulas. The main observation is that savings and assets do not affect need-based aid for most dependent students. When assets count toward the EFC, savings held in 529 plan accounts have less …