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Testing Universal Child Development Accounts: Financial Impacts In A Large Social Experiment, Margaret M. Clancy, Sondra G. Beverly, Michael Sherraden, Jin Huang
Testing Universal Child Development Accounts: Financial Impacts In A Large Social Experiment, Margaret M. Clancy, Sondra G. Beverly, Michael Sherraden, Jin Huang
Center for Social Development Research
This study examines financial impacts of Child Development Accounts (CDAs) designed to build assets for every newborn in the treatment group. Data come from the randomized SEED for Oklahoma Kids experiment 7 years after the intervention began. The CDA’s automatic features have large impacts on account holding and asset accumulation for college, and especially so for disadvantaged children. This is an important finding because having designated college savings likely shapes children’s educational expectations, which in turn likely influences their precollege academic behavior and achievement. Moreover, demonstrating full inclusion—that is, accounts and assets for all newborns—sets the stage for more equitable …
Impact Of The Academic-Social Context On American Indian/Alaska Native Students’ Academic Performance, David A. Patterson-Silver Wolf, Sheretta T. Butler-Barnes
Impact Of The Academic-Social Context On American Indian/Alaska Native Students’ Academic Performance, David A. Patterson-Silver Wolf, Sheretta T. Butler-Barnes
Center for Social Development Research
Impact of the Academic-Social Context on American Indian/Alaska Native Students’ Academic Performance
Motivating Students Through Classroom-Based Service Learning: Toward Adoption And Impact, Anne S. Robertson, Amanda Moore Mcbride, Saras Chung, Allison Williams
Motivating Students Through Classroom-Based Service Learning: Toward Adoption And Impact, Anne S. Robertson, Amanda Moore Mcbride, Saras Chung, Allison Williams
Center for Social Development Research
Motivating Students Through Classroom-Based Service Learning: Toward Adoption and Impact
Automatic Deposits For All At Birth: Maine's Harold Alfond College Challenge, Margaret M. Clancy, Michael Sherraden
Automatic Deposits For All At Birth: Maine's Harold Alfond College Challenge, Margaret M. Clancy, Michael Sherraden
Center for Social Development Research
The first statewide Child Development Account (CDA) in the United States announced a major change in strategy to automatically enroll all newborns. Evidence from CDA research has contributed to the decision by the College Challenge to remove its original opt-in requirement—in which parents must enroll their newborns in the state’s 529 college savings plan to receive a $500 grant—in favor of universal enrollment—in which every child is enrolled automatically at birth with a $500 grant.
An Event History Analysis Of Educational Loans And College Graduation: A Focus On Differences By Race And Ethnicity, Min Zhan, Xiaoling Xiang
An Event History Analysis Of Educational Loans And College Graduation: A Focus On Differences By Race And Ethnicity, Min Zhan, Xiaoling Xiang
Center for Social Development Research
This study examines the association between educational loans and college graduation rates, with a focus on differences by race and ethnicity. Data come from the 1997 National Longitudinal Survey of Youth (NLSY97). Results from event history analyses that control for a number of student characteristics, college experiences, and financial resources indicate that educational loans are positively related to the rate of college graduation. Larger loan amounts tend to decrease the likelihood of college graduation. The relationship between educational loans and college graduation is stronger among minority (Black and Hispanic) students. Overall, there is little evidence that educational loans reduce racial …
Child Development Accounts And College Success: Accounts, Assets, Expectations, And Achievements, Sondra G. Beverly, William Elliott, Michael Sherraden
Child Development Accounts And College Success: Accounts, Assets, Expectations, And Achievements, Sondra G. Beverly, William Elliott, Michael Sherraden
Center for Social Development Research
Child Development Accounts (CDAs) can contribute to financial preparation for college and the development of a college-bound identity in multiple ways and so increase the likelihood of college success. The pathways from CDAs to college success proposed in this paper are grounded in theory and evidence, but more research on the impact of CDAs is needed.
The Impact Of Family Assets And Debt On College Graduation, Min Zhan, Deidre Lanesskog
The Impact Of Family Assets And Debt On College Graduation, Min Zhan, Deidre Lanesskog
Center for Social Development Research
This study examines the influence of family financial assets and debt, both measured during the time of youth’s college enrollment, on the chances of college graduation. Data come from the National Longitudinal Survey of Youth. Results from analyses controlling for a number of student, parental, and institutional characteristics indicate that family assets are positively related to the chances of college graduation among White and Black students; family debt is negatively associated with the odds of college graduation among Black students, but neither family assets nor family debt is related to the chances of college graduation among Hispanic students. Overall, results …
The Impact Of Family Assets And Debt On College Graduation, Min Zhan, Deidre Lanesskog
The Impact Of Family Assets And Debt On College Graduation, Min Zhan, Deidre Lanesskog
Center for Social Development Research
The Impact of Family Assets and Debt on College Graduation
Visual Demonstration Of Academic Performance And Parental Involvement In Ghana, David Ansong, Gena A. N. Chowa
Visual Demonstration Of Academic Performance And Parental Involvement In Ghana, David Ansong, Gena A. N. Chowa
Center for Social Development Research
Visual Demonstration of Academic Performance and Parental Involvement in Ghana
How Do Student And School Characteristics Influence Youth Academic Performance In Ghana? A Hierarchical Linear Modeling Of Baseline Data From The Youthsave Ghana Experiment, Gina A. N. Chowa, Rainier D. Masa, Yalitza Ramos, David Ansong
How Do Student And School Characteristics Influence Youth Academic Performance In Ghana? A Hierarchical Linear Modeling Of Baseline Data From The Youthsave Ghana Experiment, Gina A. N. Chowa, Rainier D. Masa, Yalitza Ramos, David Ansong
Center for Social Development Research
Student and school characteristics are associated with academic performance of high school students. However, few attempts have been made to examine the simultaneous influence of student and school factors on academic performance of youth in sub-Saharan Africa. Using hierarchical linear modeling, we examine student- and school- level predictors of academic performance of Ghanaian junior high school students. As other researchers have found, we note that age and gender are significant predictors of academic performance. Student traits, including academic self-efficacy and commitment to school, are positively associated with math and English scores. Class size and presence of a toilet facility are …
Relationships Between College Savings And Enrollment, Graduation, And Student Loan Debt, William Elliott Iii, Hyun-A Song, Ilsung Nam
Relationships Between College Savings And Enrollment, Graduation, And Student Loan Debt, William Elliott Iii, Hyun-A Song, Ilsung Nam
Center for Social Development Research
Relationships Between College Savings and Enrollment, Graduation, and Student Loan Debt
Small-Dollar Children's Savings Accounts, Income, And College Outcomes, William Elliott, Hyun-A Song, Ilsung Nam
Small-Dollar Children's Savings Accounts, Income, And College Outcomes, William Elliott, Hyun-A Song, Ilsung Nam
Center for Social Development Research
In this paper, we examine the relationship between children’s small-dollar savings accounts and college enrollment and graduation by asking three important research questions: (a) are children with savings of their own more likely to attend or graduate from college, (b) does dosage (having no account; having basic savings only; or having savings designated for school of less than $1, $1 to $499, or $500 or more) matter, and (c) is designating savings for school more predictive than having basic savings alone? We use propensity score weighted data from the Panel Study of Income Dynamics (PSID) and its supplements to create …
Parental Involvement And Academic Performance In Ghana, Gina Chowa, David Ansong, Issac Osei-Akoto
Parental Involvement And Academic Performance In Ghana, Gina Chowa, David Ansong, Issac Osei-Akoto
Center for Social Development Research
Parental Involvement and Academic Performance in Ghana
The Impact Of Household Possessions On Youth's Academic Achievement In The Ghana Youthsave Experiment, Gina A. N. Chowa, Rainier D. Masa, Christopher J. Wretman, David Ansong
The Impact Of Household Possessions On Youth's Academic Achievement In The Ghana Youthsave Experiment, Gina A. N. Chowa, Rainier D. Masa, Christopher J. Wretman, David Ansong
Center for Social Development Research
Households play an important role in youth’s academic achievement. Household assets as part of youth’s family background have been found to have a significant impact on youth’s academic achievement. In this study, the impact of household possessions on youth’s academic achievement in the Ghana YouthSave experiment is investigated. Findings support the hypothesized positive direction of the impact of household possessions on academic achievement of youth. Using propensity score optimal matching and matching estimators, results show youth from households that reported owning at least one of the five household items measured scored almost 1 unit higher on English than their peers …
Individual Development Accounts And Post-Secondary Education: Evidence From A Randomized Experiment, Michal Grinstein-Weiss, Michael Sherraden, William Gale, William M. Rohe, Mark Schreiner, Clinton Key
Individual Development Accounts And Post-Secondary Education: Evidence From A Randomized Experiment, Michal Grinstein-Weiss, Michael Sherraden, William Gale, William M. Rohe, Mark Schreiner, Clinton Key
Center for Social Development Research
This paper presents evidence from a randomized field experiment testing the impact of a 3-year matched savings program on educational outcomes 10 years later. We examine the effect of an Individual Development Account (IDA) program on educational enrollment, degree completion, and increased education level. The IDA program, which ran from 1998 to 2003 in Tulsa, Oklahoma, provided low-income households with financial education and matching funds for qualified savings withdrawals, including a 1:1 match for educational uses. We find a significant impact on education enrollment and positive, but non-significant impacts on degree completion and increase in level of education. We also …
Staying On Course: The Effects Of Savings And Assets On The College Progress Of Young Adults, Sondra G. Beverly, William Elliott Iii
Staying On Course: The Effects Of Savings And Assets On The College Progress Of Young Adults, Sondra G. Beverly, William Elliott Iii
Center for Social Development Research
Staying on Course: The Effects of Savings and Assets on the College Progress of Young Adults
Assets And Liabilities, Race/Ethnicity, And Children's College Education, Min Zhan, Michael Sherraden
Assets And Liabilities, Race/Ethnicity, And Children's College Education, Min Zhan, Michael Sherraden
Center for Social Development Research
Assets and Liabilities, Race/Ethnicity, and Children's College Education
Assets And Liabilities, Educational Expectations, And Children's College Degree Attainment, Min Zhan, Michael Sherraden
Assets And Liabilities, Educational Expectations, And Children's College Degree Attainment, Min Zhan, Michael Sherraden
Center for Social Development Research
Assets and Liabilities, Educational Expectations, and Children's College Degree Attainment
Assets And Liabilities, Educational Expectations, And Children's College Degree Attainment, Min Zhan, Michael Sherraden
Assets And Liabilities, Educational Expectations, And Children's College Degree Attainment, Min Zhan, Michael Sherraden
Center for Social Development Research
This research examines relationships among household assets and liabilities, educational expectations of children and parents, and children’s college degree attainment. Special attention is paid to influences of different asset types (financial vs. nonfinancial assets) and liabilities (secured vs. unsecured debt). Results indicate that, after controlling for family income and other parent/child characteristics, financial and nonfinancial assets are positively related to, and unsecured debt is negatively related to, children’s college completion. Furthermore, there is evidence that financial assets are positively associated with the education expectations of parents and children. Policy directions are suggested.
The Human Capital Agenda: Asset Holding And Educational Attainment Among African-American Youth, William Elliott, Kevin Kim, Hyunzee Jung, Min Zhan
The Human Capital Agenda: Asset Holding And Educational Attainment Among African-American Youth, William Elliott, Kevin Kim, Hyunzee Jung, Min Zhan
Center for Social Development Research
This study extends previous analyses in several ways. First, in addition to parental wealth, the relationship between children’s wealth and math and reading scores are examined. Second, we examine different mediating pathways that wealth may affect children’s math and reading scores in a single path analysis model. The advantage of path analysis over traditional regression analyses, which are typically used in this area, is that researchers can get a glimpse of relationships among variables. While the focus of regression analysis is on the associations of predictors with outcome variables, path analysis provides a larger picture of the overall structure of …
Changing Roles Of Parental Economic Resources In Children's Education Attainment, Yunju Nam, Jin Huang
Changing Roles Of Parental Economic Resources In Children's Education Attainment, Yunju Nam, Jin Huang
Center for Social Development Research
We investigate whether the relationship between parents’ economic resources and children’s educational attainment has changed over time by comparing two cohorts from the Panel Study of Income Dynamics. We examine multiple measures of economic resources, including income, net worth, liquid assets, and homeownership. We employ probit regressions and Chow tests in multivariate analyses. Results show that the associations between parents’ liquid assets and college attendance became significantly stronger among the later cohort, suggesting the increasing importance of liquid assets. of particular interest is a change in the role of negative liquid assets (unsecured debt exceeding savings) in high school graduation: …
Parental Assets: A Pathway To Positive Child Educational Outcomes, Michal Grinstein-Weiss, Yeong H. Yeo, Kate Irish, Min Zhan
Parental Assets: A Pathway To Positive Child Educational Outcomes, Michal Grinstein-Weiss, Yeong H. Yeo, Kate Irish, Min Zhan
Center for Social Development Research
A growing body of evidence suggests parental assets have positive effects on children’s well-being. Using 2004 data from the Survey of Income and Program Participation, this study tests the effect of parental asset holding on child educational outcomes, and explores whether this relationship is mediated by parental involvement and expectations. Results indicate that assets are a significant predictor of all child academic outcomes of our study, however income is not a significant predictor for school outcomes when controlling for assets. The mediation analyses show the effect of assets on school outcomes is mediated by two of the three parenting measures: …
The Achievement Gap From A Capabilities And Asset Perspective, William Elliott Iii, Margaret Sherrard Sherraden
The Achievement Gap From A Capabilities And Asset Perspective, William Elliott Iii, Margaret Sherrard Sherraden
Center for Social Development Research
Current explanations for the achievement gap do not fully explain why high-achieving poor and minority children perceive of college as being out of reach. This paper reviews perspectives on the achievement gap and proposes a model that incorporates a capabilities and assets approach. The uneven playing field created by unequal distribution of assets sustains educational advantage and high expectations for college among children from families with assets, while dampening expectations for college among poor and minority children. As a possible avenue to closing the gap, we suggest that increasing poor and minority children’s capability for financing college may increase educational …
Academic Capabilities And Disadvantaged Students: The Role Of Institutions, William Elliott Iii, Margaret Sherrard Sherraden
Academic Capabilities And Disadvantaged Students: The Role Of Institutions, William Elliott Iii, Margaret Sherrard Sherraden
Center for Social Development Research
Notwithstanding the far reaching intellectual and practical contributions of Bandura’s theory of self-efficacy, researchers have suggested that it may not adequately address the role of institutions. This paper suggests that traditional measures of self-efficacy underemphasize institutional factors. This may have important implications, especially for considering the circumstances of disadvantaged groups. It may be productive to think of self-efficacy as a multidimensional construct that includes personal and institutional dimensions. Using an interdisciplinary approach, we examine how self-efficacy theory can be expanded to account for the social and economic realities of disadvantaged groups and lead to empirical work that can inform policy …
The Decision Of African American Students To Complete High School: An Application Of The Theory Of Planned Behavior, Larry Davis, Icek Ajzen, Jeanne Saunders, Trina Williams
The Decision Of African American Students To Complete High School: An Application Of The Theory Of Planned Behavior, Larry Davis, Icek Ajzen, Jeanne Saunders, Trina Williams
Center for Social Development Research
A longitudinal study explored high-school completion among African Americans. Male and female high-school students aged 14 to 17 (N=166) completed a questionnaire based on the theory of planned behavior (Ajzen, 1991) early in their second year. Intentions to complete the year were accurately predicted from attitudes, subjective norms, and perceived behavioral control (R=0.71; p
Effects Of Mothers' Assets On Expectations And Children's Educational Achievement In Female-Headed Households, Min Zhan, Michael Sherraden
Effects Of Mothers' Assets On Expectations And Children's Educational Achievement In Female-Headed Households, Min Zhan, Michael Sherraden
Center for Social Development Research
This study examines the effects of mothers’ assets (home ownership and savings) on their expectations and children’s educational achievement in female-headed households. Through the analysis of data from the National Survey of Families and Households (NSFH), results indicate that single mothers’ assets have positive effects on children’s educational achievement, and this effect is partially mediated through expectations. The study also finds that the positive effects of household income on children’s outcomes occur mainly through mothers’ assets. These results lend support for expansion of asset-based policies for poor women with children.
Gender Differences In Self-Perceptions And Academic Outcomes: A Study Of African American High School Students, Jeanne Saunders, Larry Davis, Trina Williams, Julie Miller Cribbs
Gender Differences In Self-Perceptions And Academic Outcomes: A Study Of African American High School Students, Jeanne Saunders, Larry Davis, Trina Williams, Julie Miller Cribbs
Center for Social Development Research
There is increasing divergence in the academic outcomes of African American males and females. By most accounts, males are falling behind their female peers educationally as African American females are graduating from high schools at higher rates and are going on to college and graduate school in greater numbers. Some have suggested that school completion and performance is associated with how students feel about themselves. The purpose of this study was to explore gender differences in the relationship between self-perceptions and two academic outcomes among a sample of 243 African American high school sophomores. The results suggest that, overall; females …
Friends, Family, And Neighborhood: Understanding Academic Outcomes Of African American Youth, Trina Williams, Larry Davis, Julie Miller-Cribbs, Jeanne Saunders, James Herbert Williams
Friends, Family, And Neighborhood: Understanding Academic Outcomes Of African American Youth, Trina Williams, Larry Davis, Julie Miller-Cribbs, Jeanne Saunders, James Herbert Williams
Center for Social Development Research
Friends, Family, and Neighborhood: Understanding Academic Outcomes of African American Youth
Listening To African-American Students: An Exploratory Analysis Of Factors That Foster Academic Success, Julie Miller-Cribbs, Larry Davis, Stephanie Cronen, Sharon Johnson
Listening To African-American Students: An Exploratory Analysis Of Factors That Foster Academic Success, Julie Miller-Cribbs, Larry Davis, Stephanie Cronen, Sharon Johnson
Center for Social Development Research
This exploratory study assessed African-American freshman and sophomore students’ decisions to remain in school and their opinions regarding specific dropout prevention programs. Results indicated that students believed that school completion would prepare them for the future. the opinion of family members was consistently ranked as most important in supporting students' decisions to remain in school, and the primary barriers to completing school were related to family issues, academic problems and personal issues. Overall, students were most interested in intervention programs having to do with preparation for their futures—jobs and goals. The importance of tailoring education to meet the needs of …
Factors Influencing African American Youths' Decisions To Stay In School, Larry E. Davis, Sharon Johnson, Julie Miller-Cribbs, Stephen Cronen, Leslie Scheuler-Whitaker
Factors Influencing African American Youths' Decisions To Stay In School, Larry E. Davis, Sharon Johnson, Julie Miller-Cribbs, Stephen Cronen, Leslie Scheuler-Whitaker
Center for Social Development Research
Little attention has been given to the non-problematic development and positive life decisions of African American youth. This paper reports findings of 231 African American students. The goal of the study was to assess factors which contribute to their academic grade point averages and intentions to stay in school. The conceptual model employed in this study was the Theory of Planned Behavior (TPB) which contends that intentions to carryout a behavior is a function of Attitude towards the behavior, Social Normative support for undertaking the behavior, and the Perceived Control of being able to carry out the behavior. In addition …