Heterogeneous Effects of Child Development Accounts on Savings for Children’s Education
Heterogeneous Effects of Child Development Accounts on Savings for Children’s Education
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儿童发展账户对儿童教育储蓄的异质影响
DOI：
10.1080/15588742.2015.1132402
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
M. Clancy
中科院分区：
文献类型：
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作者：
Jin Huang;Youngmi Kim;Michael Sherraden;M. Clancy
摘要：我们在一项全州范围的实验（N = 2,677）中研究了儿童发展账户对中学后教育储蓄的影响，该实验自动为治疗组儿童开设国有大学储蓄账户，并鼓励他们的照顾者开设参与者拥有的大学储蓄账户。该实验实现了治疗组儿童的普遍参与;几乎所有治疗组儿童都拥有超过1,000美元的大学资产账户。我们预计，在没有干预的情况下，治疗参与者将持有自己的参与者拥有的账户，比对照组的参与者多395美元的储蓄;那些受干预激励而持有参与者拥有的账户的人平均存款为888美元。那些受干预激励储蓄的人平均存款为1826美元。干预措施减少了儿童资产积累方面的社会经济差距。该方案有可能促进儿童教育的资产建设。
ABSTRACT We examine effects of Child Development Accounts on savings for postsecondary education in a statewide experiment (N = 2,677), which automatically opened state-owned college savings accounts for treatment-group children, and encouraged their caregivers to open and save in participant-owned college savings accounts. The experiment achieves universal participation for children in the treatment group; almost all treatment-group children hold an account with more than $1,000 in college assets. Treatment participants we expect would hold their own participant-owned accounts without the intervention have $395 more in savings than their counterparts in the control group; those who are motivated by the intervention to hold a participant-owned account have mean deposits of $888. Those who are motivated by the intervention to save have mean deposits of $1,826. The intervention reduces the socioeconomic disparity in asset accumulation for children. The program has the potential to promote asset building for children’s education.