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Family assets, postsecondary education, and students with disabilities: Building on progress and overcoming challenges

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  • Cheatham, Gregory A.
  • Smith, Sean J.
  • Elliott, William
  • Friedline, Terri

Abstract

Students with disabilities are increasingly enrolling and participating in two-year, four-year, and other institutions of higher education. Federal policies and initiatives addressing the educational needs of students and adults with disabilities provided impetus for these increases. For example, mandates within the Individuals with Disabilities Education Act (2004) have resulted in K-12 public schools increasingly preparing students for postsecondary education. Nonetheless, students with disabilities continue to face financial challenges as well as low educational expectations in their pursuit of postsecondary education. Family assets may provide a framework for addressing these challenges and provide specific implications for policy as well as educational practice.

Suggested Citation

  • Cheatham, Gregory A. & Smith, Sean J. & Elliott, William & Friedline, Terri, 2013. "Family assets, postsecondary education, and students with disabilities: Building on progress and overcoming challenges," Children and Youth Services Review, Elsevier, vol. 35(7), pages 1078-1086.
    • Handle: RePEc:eee:cysrev:v:35:y:2013:i:7:p:1078-1086
    DOI: 10.1016/j.childyouth.2013.04.019
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    References listed on IDEAS

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    1. Deanna Sharpe & Dana Baker, 2007. "Financial Issues Associated with Having a Child with Autism," Journal of Family and Economic Issues, Springer, vol. 28(2), pages 247-264, June.
    2. William Elliott & Hyunzee Jung & Terri Friedline, 2010. "Math Achievement and Children’s Savings: Implications for Child Development Accounts," Journal of Family and Economic Issues, Springer, vol. 31(2), pages 171-184, June.
    3. 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.
    4. Zhan, Min, 2006. "Assets, parental expectations and involvement, and children's educational performance," Children and Youth Services Review, Elsevier, vol. 28(8), pages 961-975, August.
    5. Donald L. Lerman & James J. Mikesell, 1988. "Rural And Urban Poverty: An Income/Net Worth Approach," Review of Policy Research, Policy Studies Organization, vol. 7(4), pages 765-781, June.
    6. Elliott III, William, 2009. "Children's college aspirations and expectations: The potential role of children's development accounts (CDAs)," Children and Youth Services Review, Elsevier, vol. 31(2), pages 274-283, February.
    7. Elliott, William & Song, Hyun-a & Nam, Ilsung, 2013. "Small-dollar children's savings accounts and children's college outcomes by income level," Children and Youth Services Review, Elsevier, vol. 35(3), pages 560-571.
    8. Margaret Sherraden & Lissa Johnson & Baorong Guo & William Elliott, 2011. "Financial Capability in Children: Effects of Participation in a School-Based Financial Education and Savings Program," Journal of Family and Economic Issues, Springer, vol. 32(3), pages 385-399, September.
    9. Elliott, William, 2013. "Small-dollar children's savings accounts and children's college outcomes," Children and Youth Services Review, Elsevier, vol. 35(3), pages 572-585.
    10. Nam, Yunju & Huang, Jin, 2009. "Equal opportunity for all? Parental economic resources and children's educational attainment," Children and Youth Services Review, Elsevier, vol. 31(6), pages 625-634, June.
    Full references (including those not matched with items on IDEAS)

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