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Full-Text Articles in Social Work
Impact Of Stranger Violence And Intimate Partner Violence On The Grades Of American Indian/Alaska Native Undergraduate College Students, David A. Patterson-Silver Wolf, Jacob Perkins, Carol Van Zile-Tamsen
Impact Of Stranger Violence And Intimate Partner Violence On The Grades Of American Indian/Alaska Native Undergraduate College Students, David A. Patterson-Silver Wolf, Jacob Perkins, Carol Van Zile-Tamsen
Center for Social Development Research
Stranger and intimate partner violence are pervasive public health problems that have a range of negative effects, with exceptionally high prevalence among ethno–racial minority youth. This study assesses the prevalence of these types of violence among American Indian/Alaska (AI/AN) students and examines the impact of victimization on academic performance AI/AN and non-AI/AN student populations using self-reported college health survey data. Results found that students who identified fully or partially as AI/AN reported markedly higher rates of all types of violence/abuse than did other students, and students who had experienced violence/abuse had lower GPAs those who had not. The interaction effect …
Does Outstanding Student Debt Reduce Asset Accumulation?, William Elliott, Michal Grinstein-Weiss, Ilsung Nam
Does Outstanding Student Debt Reduce Asset Accumulation?, William Elliott, Michal Grinstein-Weiss, Ilsung Nam
Center for Social Development Research
In this study, the authors use the Survey of Consumer Finances (SCF) to assess whether student loan debt is associated with total assets. They find that median 2009 assets for households with no outstanding student loan debt ($207,000) are higher than they are for households with outstanding student loan debt ($174,000). Multivariate statistics indicate that a household with a four-year college graduate, outstanding student loan debt, and median assets ($451,520) in 2007 had $136,73 (36%) less home equity in 2009 than a household with a similar household with no outstanding student loan debt. The main policy implication of this study …
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 …
Student Debt And Declining Retirement Savings, William Elliott, Michal Grinstein-Weiss, Ilsung Nam
Student Debt And Declining Retirement Savings, William Elliott, Michal Grinstein-Weiss, Ilsung Nam
Center for Social Development Research
In this study, the authors use the Survey of Consumer Finances (SCF) to determine whether student loan debt is associated with retirement savings. They find that the median 2009 retirement savings amount for households with no outstanding student loan debt ($55,000) is nearly twice as high as it is for households with outstanding student loan debt ($25,000). Further, multivariate statistics indicate that a household with a four-year college graduate, outstanding student loan debt, and median retirement savings ($80,983) in 2007 incurred a loss of 52% of those retirement savings in 2009 contrasted with household with a similar household with no …
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
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 …
"You Pay Your Share, We'll Pay Our Share": The College Cost Burden And The Role Of Race, Income, And College Assets, William Elliott, Terri Friedline
"You Pay Your Share, We'll Pay Our Share": The College Cost Burden And The Role Of Race, Income, And College Assets, William Elliott, Terri Friedline
Center for Social Development Research
Changes in financial aid policies may place too much of the burden of paying for college on students. In addition, incentives for accumulating college assets may exacerbate the college cost burden on minority and lower income students. Our study investigated the impacts of these policy changes on college cost burden using trivariate probit analysis with predicted probabilities. We find that recent changes in the financial aid system place a higher responsibility on African American, Latino/Hispanic, and moderate-income students to pay for college themselves. an implication is that greater opportunities for more and higher dollar grants and scholarships at 4-year colleges …
The Effects Of College Savings On Postsecondary School Enrollment Rates Of Students With Disabilities, Gregory A. Cheatman, William Elliott Iii
The Effects Of College Savings On Postsecondary School Enrollment Rates Of Students With Disabilities, Gregory A. Cheatman, William Elliott Iii
Center for Social Development Research
This is the first study to examine whether parents’ college savings is positively associated with special education students’ enrollment in postsecondary school. In addition to examining postsecondary school enrollment among students with disabilities, we also examine whether students’ and parents’ college expectations act as a mediator between parents’ college savings and postsecondary school enrollment. We find that while not all types of college savings are associated with postsecondary enrollment, college bonds are a consistent and strong statistically significant predictor of postsecondary enrollment for students with disabilities. Further, we find evidence students’ and parents’ college expectations act as a partial mediator …
Toward A Children's Savings And College-Bound Identity Intervention For Raising College Attendance Rates: A Multilevel Propensity Score Analysis, William Elliott Iii, Gina Chowa, Vernon Loke
Toward A Children's Savings And College-Bound Identity Intervention For Raising College Attendance Rates: A Multilevel Propensity Score Analysis, William Elliott Iii, Gina Chowa, Vernon Loke
Center for Social Development Research
It has been suggested that children’s savings programs will be more effective if they are combined with strategies to build children’s college-bound identities. In this study we use a multi-level treatment approach to propensity score analysis to test this proposition. Findings suggest that children who have savings and are certain they will graduate from a four-year college are more likely to attend college than their counterparts. Given this, we suggest that children’s savings policies designed to increase college attendance rates will be more effective if they include strategies for building children’s college-bound identity and college-bound identity programs will be more …
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, 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.
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
Large disparities in attendance and graduation rates exist between White and Black young adults. We find that 63% of White young adults between the ages of 17 to 23 are on course (i.e., either in college or have graduated from college) in 2007 compared to only 35% of Black young adults. Moreover, research suggests that Black young adults who manage to stay on course and graduate are facing ever increasing amounts of college debt. Debt can lessen the return on education, making college appear less desirable for future generations. Thus, finding novel and promising ways to promote college progress that …
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
Staying On Course: The Effects Of Savings And Assets On The College Progress Of Young Adults, William Elliott Iii, Sondra G. Beverly
Staying On Course: The Effects Of Savings And Assets On The College Progress Of Young Adults, William Elliott Iii, Sondra G. Beverly
Center for Social Development Research
Increasingly, college graduation is seen as a necessary step toward achieving the American Dream. However, large disparities exist in graduation rates. This study examines the college progress of young adults. Findings suggest that 57% of young adults between the ages of 17 and 23 are “on course,” that is, are currently attending or have graduated from college. Those with family assets and savings of their own are more likely to be on course. In multivariate analysis, both net worth and youth school savings are strong predictors of college progress. Youth school savings and parental savings for youth are strong predictors …
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, 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
This study examines the extent to which household assets and liabilities are related to disparities in children’s college attendance and college graduation among White, Black, and Hispanic families. Results indicate that, after household assets are considered, a substantial portion of the Black-White gap in college attendance and college graduation disappears, and a small portion of the Hispanic-White gap in college graduation also disappears. Separate analyses of children from each racial/ethnic group further indicate that family income and financial assets are related to White children’s college attendance and graduation, but nonfinancial assets and unsecured debt are associated with college attendance and …
The Role Of Savings And Wealth In Reducing "Wilt" Between Expectations And College Attendance, William Elliott Iii, Sondra G. Beverly
The Role Of Savings And Wealth In Reducing "Wilt" Between Expectations And College Attendance, William Elliott Iii, Sondra G. Beverly
Center for Social Development Research
“Wilt” occurs when a young person who expects to attend college while in high school does not attend college shortly after graduating. In this study we find that youth with no account in their own name are more likely to experience wilt than any other group examined. In multivariate analysis, youth who expect to graduate from a four-year college and have an account are approximately seven times more likely to attend college than youth who have no account. Youth who expect to graduate from a four-year college and have designated a portion of their savings for college are approximately four …
Parental Income, Assets, And Borrowing Constraints And Children's Post-Secondary Education, Jin Huang, Baorong Guo, Youngmi Kim, Michael Sherraden
Parental Income, Assets, And Borrowing Constraints And Children's Post-Secondary Education, Jin Huang, Baorong Guo, Youngmi Kim, Michael Sherraden
Center for Social Development Research
This study is a test of two theoretical models linking parental economic resources to children’s post-secondary education, namely, short-term borrowing constraints and long-term family background. a series of structural equation models (SEM) are tested using data from a sample of young adults (N=650) in the Panel Study of Income Dynamics (PSID). To further understand the role of parental resources in children’s education, analyses are conducted for both income and assets, with assets measured by liquid assets and net worth. Findings indicate that both income and assets have consistent long-term associations with children’s college entry. When measures of household wealth are …
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 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 …
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
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 …