Center on Assets, Education, and Inclusion

  1. Accounts, assets, expectations, and achievements: How Child Development Accounts may increase college success

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    Citation

    Beverly, S. G., Elliott, W., & Sherraden, M. (2013). Accounts, assets, expectations, and achievements: How Child Development Accounts may increase college success (CSD Perspective 13-27). St. Louis, MO: Washington University, Center for Social Development.

    Authors

    Beverly, Sondra G., Sherraden, Michael

    Children's Savings Account Perspective Year 2013

  2. Assets and educational achievement: Theory and evidence

    This special issue of Economics of Education Review explores the role of savings and asset holding in post-secondary educational achievement. Most college success research has focused on income rather than assets as a predictor, and most college financing policy has focused on tuition support and educational debt, rather than asset accumulation. Nevertheless, there is compelling evidence that household asset holdings, especially savings for education, may have a pronounced positive influence, independent from income, in post-secondary educational success. Moreover, the fundamental reality is that savings plays a role, even though sometimes small, in college financing for most households. For these empirical and practical reasons, it may be important to pay greater attention to savings and asset holding for education in the future than we have in the past. The articles in this volume contribute empirical evidence, theoretical understanding, and potential policy directions regarding saving, asset holding, and educational achievement.

    Authors

    Sherraden, Michael

    Children's Savings Account Journal Article Year 2013

  3. Young children's perceptions of college and saving: Potential role of child development accounts

    This paper explores young children's perceptions and expectations about attending college, and the potential influence of a savings program on shaping children's perceptions about paying for college. As part of a four-year study of a school-based college savings program called “I Can Save”, this paper uses qualitative evidence from interviews conducted in second and fourth grades with a diverse group of 51 children. Findings suggest that most of the children in the study have a general understanding of college and have begun a process of considering higher education. Further, children in “I Can Save” are more likely than a comparison group of children to perceive that savings is a way to help pay for college.

    Citation

    Elliott, W., Sherraden, M., Johnson, L. and Guo, B. (2010). Young children's perceptions of college and saving: Potential role of child development accounts. Children and Youth Services Review, 32(11), 1577-1584.

    Authors

    Elliott III, William, Sherraden, Michael, Johnson, Lissa, Guo, Baorong

    Children's Savings Account Journal Article Year 2010