In addition to helping children finance college, much of the interest in creating asset-building policies for children is based on their potential for changing how children think and act. An institutional facilitation theory can help explain how assets may influence children’s expectations for college and in turn, their educational outcomes. This theoretical understanding can also guide CSA policy, to maximize the potential for positive impact on children’s educations.
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Elliott, W., & Sherraden, M. S. (2013). Institutional Facilitation and CSA Effects (Chapter 2 - Brief). In W. Elliott (Ed.), Giving Children a financial stake in college: Are CSAs a way to help maximize financial aid dollars? (Biannual Report On the Assets And Education Field). Lawrence, KS: Assets And Education Initiative.