Financial Capabilities of Service Providers: Results of an Online Survey of the Asset-Building Field in Washington State

Financial Capabilities of Service Providers: Results of an Online Survey of the Asset-Building Field in Washington Stat

Parental Asset Accumulation Trajectories and Children\u27s College Outcomes

The effects of parental assets on children’s educational outcomes have mainly been explored from the perspective of asset holdings. However, the process of asset accumulation may also have effects. While asset-based policies are predicated on the premise of asset accumulation, little is known about the effects of different asset accumulation trajectories. This study attempts to fill this gap. The results indicate that youths born into households that had asset holdings significantly higher than zero have better college outcomes compared to youths born into households with lower levels of net worth that did not increase significantly over time. However, when lower-wealth households experience significant asset accumulation over time, youths from these households have similar educational outcomes as youths from wealthier households. Finally, the results indicate that the effects of assets are partially or fully mediated by the mother’s educational expectations. Implications for asset-based policy are discussed

Asset trajectories and child outcomes: Implications for asset-based policies

Wealth is increasingly recognized as an important determinant in children\u27s human capital trajectories, and a number of countries have proposed or implemented asset-building policies targeting children. Much of the research on assets, however, has focused on the predictors of asset holding, and little is known about asset accumulation trajectories. This is especially so for families with young children. In addition, while studies have demonstrated the positive effects of assets on children\u27s outcomes, few have examined the effects of different asset accumulation patterns and trajectories. This dissertation uses structural equation modeling techniques, including growth mixture models, to further clarify and specify the asset effects theory from a dynamic perspective. In particular, it explores and describes the different asset accumulation trajectories of families with young children; tests the effects of different asset trajectories on children\u27s educational outcomes; examines the mediated pathways for the asset effects across the trajectory classes, and explores if the timing of asset accumulation in a child\u27s development matters. Using longitudinal data from the National Longitudinal Survey of Youths 1979 Mother and Child datasets from 1987 to 2000, four asset accumulation trajectory classes are identified. The results indicate that around 80% of households belong to the Low Stable trajectory class that started with low initial net worth, and which experienced non-significant growth in assets over time, while only 4% of households with lower initial wealth levels experienced significant asset increases over the same period: Low Accumulator class). The results further indicate that children from the other asset trajectories have better outcomes compared to children from the Low Stable class. In addition, children from the Low Accumulator class have similar outcomes compared to children from households with higher initial net worth, regardless of subsequent growth trajectories. The effects of assets on children\u27s educational outcomes appear to be fully mediated by the quality of home cognitive stimulation and the level of mothers\u27 educational expectations for their children. Finally, on the question of timing, when in the child\u27s life stage asset accumulation happens is not as important as the fact that accumulation happens. Implications for theory and policy development are discussed

Changes In Parental Assets And Children\u27s Educational Outcomes

Several countries, including Canada, Singapore and the United Kingdom, have enacted asset-based policies for children in recent years. The premise underlying these policies is that increases in assets lead to improvement in various child outcomes over time. But little existing research examines this premise from a dynamic perspective. Using data from the NLSY79 mother and child datasets, two parallel process latent growth curve models are estimated to examine the effects of parental asset accumulation on changes in children\u27s achievements over six years during middle childhood. Results indicate that the initial level of assets is positively associated with math scores, but not reading scores, while faster asset accumulation is associated with changes in reading scores, but not in math scores. Overall, the results suggest that the relationship between assets and various child outcomes may not be straight-forward. Different dimensions of the asset experience may lead to different outcomes, and the same dimension may also have different effects. Implications for future research and for asset-based policies are discussed

Parental Assets and Children\u27s Educational Outcomes

Several countries, including Canada, Singapore and the United Kingdom, have enacted asset-based policies for children in recent years. The premise underlying these policies is that increases in assets lead to improvement in various child outcomes over time. But little existing research examines this premise from a dynamic perspective. Using data from the NLSY79 mother and child datasets, two parallel process latent growth curve models are estimated to examine the effects of parental asset accumulation on changes in children’s math and reading achievement over six years during middle childhood. Results indicate that the initial level of assets is positively associated with math scores but not reading scores, while higher rates of asset accumulation are associated with slower rates of decline in reading scores but has no effect on changes in math scores. Overall, the results suggest that the relationship between assets and various child outcomes may not be straightforward. Different dimensions of the asset experience may lead to different outcomes, and the same dimension may also have different effects. Implications for future research and for asset-based policies are discussed

Building Children\u27s Assets in Singapore: The Post-Secondary Education Account Policy

Building Children\u27s Assets in Singapore: The Post-Secondary Education Account Polic

Building Children\u27s Assets in Singapore: The Beginning of a Lifelong Policy

Singapore has comprehensive lifelong asset-building policies for its citizens. Four programs specifically target children: (1) Children Development Accounts (CDAs) for children starting at birth to age 12; (2) the Edusave account for school children aged six to 17; (3) Postsecondary Education accounts (PSEAs) for children aged 13 years and older; and (4) the Medisave Account, which is opened for every newborn

Building Assets From Birth: A Comparison of the Policies and Proposals on Children Savings Accounts in Singapore, the United Kingdom, Canada, Korea, and the United States

Holding assets is increasingly acknowledged as yielding positive effects and enhancing opportunities. In Assets and the Poor, Sherraden proposed that Individual Development Accounts (IDAs) should be opened for every person from birth in order to provide them with the lifetime potential to accumulate assets and to experience the effects of assets from a young age. a few countries have recently implemented or are proposing policies that build assets for every child starting from birth. Among these countries are Singapore, the United Kingdom, Canada, Korea, and the United States. The purposes and strategies adopted by each country are distinctive. This paper provides an overview of the Children Savings Account policies and proposals in these five countries and explicates some of their key elements

Building Assets From Birth: A Global Comparison of Child Development Account Policies

Asset building is a growing theme in public policy, and building assets from birth in the form of Child Development Accounts is now occurring in several countries. This paper provides an overview of the Child Development Account policies in Singapore, Canada, the United Kingdom, and Korea, and the proposed policy in the United States. The key elements of inclusiveness, progressivity, coherence and integration, and development are explicated and discussed

Participants in SEED: A Report From Account Monitoring Research

Participants in SEED: A Report From Account Monitoring Researc