Additional Authors

Beverly, Sondra G.

Publication Date

8-2-2017

Summary

Child Development Accounts (CDAs) aim to build assets for postsecondary education. Unlike many asset-building programs, CDAs were explicitly conceived to be universal (every child is included) and progressive (greater support for disadvantaged children). Four states have created statewide CDAs—Baby Scholars in Connecticut, the Harold Alfond College Challenge in Maine, College Kick Start in Nevada, and CollegeBoundbaby in Rhode Island. In this policy report, we describe these CDAs to provide perspective and inform new initiatives. We begin by identifying 10 key CDA policy design elements originally modeled by the CDA in the SEED for Oklahoma Kids experiment. By modeling key design elements, forging partnerships, and resolving challenges, the statewide CDAs have made significant advancements toward an efficient, sustainable, and fully inclusive CDA policy that reaches all children nationwide.

Document Type

Research Report

Category

Financial Inclusion

Original Citation

Clancy, M. M., & Beverly, S. G. (2017). Statewide Child Development account policies: Key design elements (CSD Policy Report No. 17-30). St. Louis, MO: Washington University, Center for Social Development.

DOI:

https://doi.org/10.7936/K7G44PS2

Project

SEED for Oklahoma Kids

Keywords

529, asset accumulation, asset building, asset holding, asset limits, Assets and Education Symposium, CDA

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