Program Knowledge and Racial Disparities in Savings Outcomes in a Child Development Account Experiment
Publication Date
2-20-2018
Summary
Automatic enrollment and an initial deposit are key features of most Child Development Account (CDA) programs. Yet, are individual savings outcomes influenced by whether the parents of automatically enrolled children understand the features of the CDAs? and does variation in program knowledge explain documented racial and ethnic differences in individual savings outcomes? This study, a product of the SEED for Oklahoma Kids experiment, sought answers. The findings challenge traditional assumptions and suggest key insights for the development of public policy.
Document Type
Article
Category
Financial Inclusion
Subarea
Asset Building
Original Citation
Nam, Y., Hole, E., Sherraden, M., & Clancy, M. (2014). Program knowledge and savings outcomes in a Child Development Account experiment (CSD Working Paper No. 14-22). St. Louis, MO: Washington University, Center for Social Development.
Project
SEED for Oklahoma Kids
Keywords
SEED OK, CDA, child development account, savings, race, savings outcomes, asset building, assets, children, college savings plan
Recommended Citation
Nam, Y., Hole, E., Sherraden, M., & Clancy, M. (2014). Program knowledge and savings outcomes in a Child Development Account experiment (CSD Working Paper No. 14-22). St. Louis, MO: Washington University, Center for Social Development.
Notes
Subsequent publication: Nam, Y., Hole, E., Sherraden, M., & Clancy, M. M. (2018). Program knowledge and racial disparities in savings outcomes in a Child Development Account experiment. Journal of Family and Economic Issues, 39(1), 145–162. doi:10.1007/s10834-017-9544-5