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Taking stock of ten years of research on the relationship between assets and children's educational outcomes: Implications for theory, policy and intervention

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  • Elliott, William
  • Destin, Mesmin
  • Friedline, Terri

Abstract

This paper has two main goals. First, we provide a review of 34 studies on the relationship between assets and children's educational attainment. Second, we discuss implications for Child Development Accounts (CDAs) policies. CDAs have been proposed as a potentially novel and promising asset approach for helping to finance college. More specifically, we propose that CDAs should be designed so that, in addition to promoting savings, they include aspects that help make children's college-bound identity salient, congruent with children's group identity, and that help children develop strategies for overcoming difficulties.

Suggested Citation

  • Elliott, William & Destin, Mesmin & Friedline, Terri, 2011. "Taking stock of ten years of research on the relationship between assets and children's educational outcomes: Implications for theory, policy and intervention," Children and Youth Services Review, Elsevier, vol. 33(11), pages 2312-2328.
    • Handle: RePEc:eee:cysrev:v:33:y:2011:i:11:p:2312-2328
    DOI: 10.1016/j.childyouth.2011.08.001
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    References listed on IDEAS

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    7. Elliott, William & Choi, Eun Hee & Destin, Mesmin & Kim, Kevin H., 2011. "The age old question, which comes first? A simultaneous test of children's savings and children's college-bound identity," Children and Youth Services Review, Elsevier, vol. 33(7), pages 1101-1111, July.
    8. Zhan, Min & Sherraden, Michael, 2011. "Assets and liabilities, race/ethnicity, and children's college education," Children and Youth Services Review, Elsevier, vol. 33(11), pages 2168-2175.
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