Your search found 19 results.

Descriptors:
Minority Groups; Recruitment; American Indians; Sampling; Probability; Race; Hispanic Americans; Birth; Documentation; Infants; Mothers; Questionnaires; State Surveys; Cooperation; African Americans; Ethnic Groups; Whites; Socioeconomic Status

Abstract:
This study examined whether and how survey response differs by race and Hispanic origin, using data from birth certificates and survey administrative data for a large-scale statewide experiment. The sample consisted of mothers of infants selected from Oklahoma birth certificates using a stratified random sampling method (N = 7,111). This study uses Heckman probit analysis to consider two stages of survey response: (1) being located by the survey team and (2) completing a questionnaire through collaboration with the survey team. Analysis results show that African Americans, American Indians, and Hispanics are significantly less likely to be located during the study recruitment than white Americans, controlling for other demographic and socioeconomic factors. Conditional on being located, the probability of collaboration did not differ among the four groups. Findings suggest that researchers should pay attention to separate stages of respondent recruitment and improve strategies to locate members of racial and ethnic minority groups during recruitment. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Mothers; Expectation; Parent Aspiration; Educational Attainment; Racial Differences; Ethnicity; Socioeconomic Status; Social Differences; Neonates; Whites; African Americans; American Indians; Hispanic Americans; Fiscal Capacity; Health Insurance

Abstract:
Research has linked parents' educational expectations to children's educational attainment, but findings are inconsistent regarding differences in educational expectations by race and ethnicity. In addition, existing studies have focused on school-age children and their parents. In this study, we use a state representative sample to examine educational expectations among mothers of newborn children. Bivariate association tests for individual racial groups and logistic regressions for the full sample are conducted (weighted N = 2567). These investigate variation in mothers' educational expectations by race and ethnicity and socioeconomic status. The study finds that non-Hispanic Whites hold higher educational expectations for their children than do African Americans, American Indians, and Hispanics. However, these differences by race and ethnicity disappear when the models control for demographic and socioeconomic measures. Among the economic measures, financial assets and health insurance coverage are significantly associated with maternal educational expectations. Implications for research and policy are discussed. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Money Management; Fiscal Capacity; Banking; Postsecondary Education; Academic Achievement; Paying for College

Abstract:
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. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Money Management; Fiscal Capacity; Enrollment; Graduation; Educational Attainment; Postsecondary Education; Low Income Groups; Financial Services; Financial Support; Gender Differences; Program Effectiveness

Abstract:
This paper presents evidence from a randomized field experiment testing the impact of a 3-year matched savings program on educational outcomes 10 years after the start of the experiment. We examine the effect of an Individual Development Account (IDA) program on (1) educational enrollment, (2) degree completion, and (3) increased education level. The IDA program, which ran from 1998 to 2003 in Tulsa, Oklahoma, provided low-income households with financial education and matching funds for qualified savings withdrawals, including a 1:1 match for educational uses. We find a significant impact on education enrollment and positive (but nonsignificant) impacts on degree completion and increase in level of education. We also examine the interaction between gender and treatment assignment, finding that the IDA had a strong positive effect on increased educational attainment for men but not for women. (Contains 1 figure and 9 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Economic Development; Foreign Countries; Local Government; Child Development; Public Policy; Role of Education; Social Development; Educational Finance; Money Management; Educational Opportunities; Government Role; Federal Government; Birth Rate; Low Income Groups

Abstract:
A growing number of national and local governments view child development accounts (CDAs) as an innovative policy tool for social and economic development. This article reviews the global landscape of CDAs, presents three CDA policy cases from Asia, analyzes main themes and discusses potential implications for China. (Contains 1 table.)

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Descriptors:
Social Work; Cost Effectiveness; Intervention; Health Care Costs; Individual Development; Social Indicators; Quality of Life; Retirement Benefits; Evaluation Methods; Audits (Verification); Theory Practice Relationship

Abstract:
Because resources are limited, the benefits and costs of social-work interventions--like all interventions--must be compared with the benefits and costs of alternatives. Evidence-based practice should ask, What works? How well does it work? And what does it cost? This article analyzes the provision of Individual Development Accounts (IDAs) with a new cost-effectiveness framework meant to help make assumptions and judgments explicit. In the specific IDA program examined, 1 month of services for 1 participant costs about $64. The mere existence of a cost figure--regardless of whether it is seen as high or low--has sparked many questions in the IDA community: How can costs be reduced without sacrificing quality? Which features of IDAs are essential? Are IDAs worth it? This sort of healthy questioning is precisely the purpose of cost-effectiveness analysis in social-work practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Marital Status; Marriage; Low Income Groups; Money Management; Performance; Comparative Analysis

Abstract:
Research indicates that marriage has a large effect on reducing the risk of poverty and is associated with a higher probability of attaining affluence over the life course when compared with nonmarriage. Using data from the American Dream Demonstration (N = 2,364), this study compares savings performances of married and unmarried low-income participants in a matched savings program--Individual Development Accounts. The results indicate that both married and unmarried low-income participants can save in Individual Development Accounts. After controlling for program and other participant characteristics, there were no significant differences in savings between married and unmarried participants. We further examined possible factors that are associated with Individual Development Account savings performance for these two groups. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Participant Characteristics; Money Management; Banking; Welfare Recipients; Low Income Groups; Welfare Services; Incentives

Abstract:
The authors examined how welfare recipiency is associated with savings outcomes in individual development accounts (IDAs), a structured savings program for low-income people. They investigated whether welfare recipients can save if they are provided with incentives. Data for this study ore from the American Dream Demonstration (ADD), the first nationwide demonstration of IDAs. A Heckman two-step regression analysis suggests that, after controlling for a variety of program and participant characteristics, welfare recipiency, either before or at the time of enrollment in IDAs, is not correlated with program exits or savings outcomes. The findings suggest that welfare recipiency does not seem to affect savings performance in IDAs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Educational Attainment; Elementary Secondary Education; Family Income; Fatherless Family; Grades (Scholastic); Graduation; Homeowners; Mothers; One Parent Family; Parent Attitudes

Abstract:
This study examined the effects of mothers' assets (i.e., home ownership and savings) on their expectations and their children's educational achievement in female-headed households. The study used data from the National Survey of Families and Households, which involved interviews with a national sample of 13,017 respondents (including 3,374 blacks and single parent families). The dependent variables were measures of children's educational achievements (academic performance and high school graduation). Mothers' expectations for their children's educational achievement were measured with a question that asked how much education they believed their children would probably get. Data analysis indicated that single mothers' assets had significant positive effects on their expectations and their children's educational achievement, and mothers' expectations had significant effects on children's outcomes. Savings had significant effects on the probability of high school graduation, and home ownership had significant effects on academic performance. The positive effects of household income on children's outcomes occurred mainly through mothers' assets. (Contains 65 references.) (SM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Child Welfare; Family Financial Resources; Family Programs; Federal Aid; Government Role; Public Policy

Abstract:
Examines the history and current structure of "children's allowances" (cash grants from the government to families with children) around the world and particularly in the United States, to provide a framework for children's savings accounts--long-term savings and asset accumulation for all children. Considers public policy directions for these savings accounts. (JPB)

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