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Many households neglect the pivotal task of planning for retirement. Proposals to stimulate employees to save for retirement in the workplace include tax subsidies, which are costly, and using automatic defaults, which may not complement the heterogeneous preferences of savers. This randomized field study shows that an information‐based intervention increases reported retirement plan participation, emergency savings, and using a budget. Employees offered access to education increased actual retirement deferrals by $26 per month. These results suggest that retirement education programs may be an effective strategy to increase retirement planning and saving behavior. (JEL J26, D14, D91)

Presidential candidates in the United States do not intentionally advertise in states without rigorous competition for electoral votes. However, in some areas of noncompetitive states, media markets overlap with battleground states, exposing these regions to political ads. These spillover advertisements allow us to examine the relationship between advertisements and individual campaign contributions, with data from the Wisconsin Advertising Project and the Federal Elections Commission. Using propensity‐score matching within uncontested states, we find that 2008 aggregate giving in zip codes exposed to political ads was approximately $6,100 (28.1% of mean contributions) more than in similar zip codes without advertisements.

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In the U.S., a number of states have mandated personal finance classes in public school curricula to address perceived deficiencies in financial decision-making competency. Despite the growth of financial and economic education provided in public schools, little is known about the effect of these programs on the credit behaviors of young adults. Using a panel of credit report data, we examine young adults in three states where personal financial education mandates were implemented in 2007: Georgia, Idaho, and Texas. We compare the credit scores and delinquency rates of young adults in each of these states pre-and post-implementation of the education to those of students in a synthetic control state and then bordering states without financial education. We find that young people who are in school after the implementation of a financial education requirement have higher relative credit scores and lower relative delinquency rates than those in control states.