Center on Assets, Education, and Inclusion

Subscribe to the AEDI Mailing List

Traditional theories of savings would lead observers to believe that low-income children are unlikely to accumulate any assets, given their limited incomes and their parents’ limited ability to transmit financial knowledge and skills. However, empirical evidence and institutional theory suggest that low-income children can indeed save and that crafting structures that can facilitate their saving—including Children’s Savings Accounts (CSAs)—may help savings to serve as a pathway to economic mobility for these disadvantaged youth.

Related items: Briefs:

From a Debt-Dependent to an Asset-Based Financial Aid Model Institutional Facilitation and CSA Effects CSAs As An Early Commitment Financial Aid Strategy From Disadvantaged Student to College Graduates: The Role of CSAs Designing for Success Investing In Our Future Children’s Savings Accounts and a 21st Century Financial Aid System Executive Summary

Building Expectations, Delivering Results: Asset-Based Financial Aid and The Future of Higher Education Infographics

College Savings Accounts: More Degrees, Less Debt The Role of Institutional Facilitation in Academic Success Reports

Examining The Canadian Education Savings Program and Its Implications for U.S. Child Savings Accounts (CSA) Policy


Elliott, W, Friedline, T., and Kakatoi, S. (2013). How CSAs facilitate saving and asset accumulation (Chapter 5 - Brief). In W. Elliott (Ed.), Giving children a financial stake in college: Are CSAs a way to help maximize financial aid dollars? (Biannual Report for the Assets and Education Field). Lawrence, KS: Assets and Education Initiative.

Children's Savings Account Brief Year 2013