Center on Assets, Education, and Inclusion

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.

Related items: Briefs:

From a Debt-Dependent to an Asset-Based Financial Aid Model CSAs As An Early Commitment Financial Aid Strategy From Disadvantaged Student to College Graduates: The Role of CSAs How CSAs Facilitate Saving and Asset Accumulation 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

Citation

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.

Children's Savings Account Brief Year 2013