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In the SEED Initiative, twelve community-based organizations (CBOs) IntroductionOver the past decade and a half, a remarkable social policy movement has emerged in the United States. Based on the simple notion that low-income households can and will save, and that having financial assets is an important way for these families to get ahead and stay ahead, this "asset building" movement has created a new strategic framework for policy and practice that reaches from the local to the national level.Among the most promising innovations spurred by this movement are Children's Development Accounts (CDAs). CDAs are long-term, matched savings accounts established for children as early as birth and allowed to grow over their lifetime. In their ideal form, CDAs are seeded with an initial deposit and built by contributions from any number of sources including family, friends and the children themselves, as well as organizations such as churches, schools, foundations, government etc. Such groups can also augment the accounts through progressive savings match amounts and other incentives. Savings in CDAs are typically restricted for uses such as funding higher education, starting a small business, buying a home or saving for retirement. The accounts are often accompanied by age-appropriate financial education for accountholders and/or their parents.The first practical program models of CDAs in the United States were established beginning in late 2003 as part of the Saving for Education, Entrepreneurship and Downpayment (SEED) Initiative, a ten-year national policy, practice and research endeavor designed to develop, test, inform, and promote matched savings accounts and financial education for children and youth. In SEED, twelve community-based organizations (CBOs) across the United States and its territories were C E N T E R F O R S O C I A L D E V E L O P M E N T W A S H I N G T O N U N I V E R S I T Y I N S T . L O U I S 2chosen to offer CDAs, establish best practices in delivering CDAs and demonstrate "proof of concept." In delivering CDAs (or "SEED" accounts, as they were known in this initiative) these model sites -also known as SEED "community partners" -performed a variety of functions, from strategy and planning, outreach and enrollment, account management and reporting, to offering financial literacy classes, and more.Since the inception of the SEED Initiative, a second wave of CDA programs has emerged at the local level. Most of these local models were inspired by and learned from the experience of the community partners in SEED, though in many cases, these models envision delivering CDAs on a much larger scale than in SEED. One of the key questions for each of these city-wide innovations has been how to incorporate some level of programmatic support to facilitate saving (a role often played effectively by CBOs), while not creating a model that would be difficult to deliver at scale.The purpose of this paper is to analyze these community and city-wide CDA innovations in the U.S. and to examine the role that CBOs...
In the SEED Initiative, twelve community-based organizations (CBOs) IntroductionOver the past decade and a half, a remarkable social policy movement has emerged in the United States. Based on the simple notion that low-income households can and will save, and that having financial assets is an important way for these families to get ahead and stay ahead, this "asset building" movement has created a new strategic framework for policy and practice that reaches from the local to the national level.Among the most promising innovations spurred by this movement are Children's Development Accounts (CDAs). CDAs are long-term, matched savings accounts established for children as early as birth and allowed to grow over their lifetime. In their ideal form, CDAs are seeded with an initial deposit and built by contributions from any number of sources including family, friends and the children themselves, as well as organizations such as churches, schools, foundations, government etc. Such groups can also augment the accounts through progressive savings match amounts and other incentives. Savings in CDAs are typically restricted for uses such as funding higher education, starting a small business, buying a home or saving for retirement. The accounts are often accompanied by age-appropriate financial education for accountholders and/or their parents.The first practical program models of CDAs in the United States were established beginning in late 2003 as part of the Saving for Education, Entrepreneurship and Downpayment (SEED) Initiative, a ten-year national policy, practice and research endeavor designed to develop, test, inform, and promote matched savings accounts and financial education for children and youth. In SEED, twelve community-based organizations (CBOs) across the United States and its territories were C E N T E R F O R S O C I A L D E V E L O P M E N T W A S H I N G T O N U N I V E R S I T Y I N S T . L O U I S 2chosen to offer CDAs, establish best practices in delivering CDAs and demonstrate "proof of concept." In delivering CDAs (or "SEED" accounts, as they were known in this initiative) these model sites -also known as SEED "community partners" -performed a variety of functions, from strategy and planning, outreach and enrollment, account management and reporting, to offering financial literacy classes, and more.Since the inception of the SEED Initiative, a second wave of CDA programs has emerged at the local level. Most of these local models were inspired by and learned from the experience of the community partners in SEED, though in many cases, these models envision delivering CDAs on a much larger scale than in SEED. One of the key questions for each of these city-wide innovations has been how to incorporate some level of programmatic support to facilitate saving (a role often played effectively by CBOs), while not creating a model that would be difficult to deliver at scale.The purpose of this paper is to analyze these community and city-wide CDA innovations in the U.S. and to examine the role that CBOs...
This paper presents a systematic and comprehensive meta-analysis of the literature on financial education interventions that focuses on financial education studies designed to strengthen the financial knowledge and behaviors of consumers. The analysis identifies 188 papers and articles that present impact results of interventions designed to increase consumers' financial knowledge (financial literacy) or skills, attitudes, and behaviors (financial capability). These papers are diverse across a number of dimensions, including objectives of the program intervention, expected outcomes, intensity and duration of the intervention, delivery channel used, and type of population targeted. However, there are a few key outcome indicators where a subset of papers are comparable, including those that address savings behavior, defaults on loans, and financial skills such as record keeping. The results from the meta-analysis indicate that financial literacy and capability interventions can have a positive impact in some areas (e.g., increasing savings) but not in others (e.g., reducing loan defaults). Financial education, financial literacy, meta Analysis. JEL codes: C93, D03, D14, O12, O17 A decade ago there was limited interest in the topic of financial literacy. Now this issue is at the top of the policy agenda for national regulators, international organizations, researchers, and private financial institutions. An important reason for the increased attention to financial literacy is the global financial crisis, which highlighted the importance of financial knowledge and skills for consumers. Anecdotal evidence from the crisis immediately suggested that people had taken on financial products-and risks-that they did not fully understand. Empirical studies confirmed this relationship, including Klapper et al.
(BAPCPA) includes two educational provisions which require debtors to complete an approved credit counseling course prior to filing for bankruptcy and a financial education course prior to the discharge. Recent debates have raised concerns about the counseling mandate and whether debtors are benefiting from the requirement. A multi-phase research study was launched in 2009 to investigate the impact of BAPCPA's educational mandates. The goal was to track debtors through the entire bankruptcy process and assess the long-term impacts of the requirements on debtors' financial well-being. This study reports the findings from the first phase of the analysis where data were collected from a national sample of debtors who participated in a bankruptcy counseling course offered by one of the largest full-service nonprofit consumer credit counseling agency in the U.S. The purpose of the study was to measure the "educational value" of the counseling and to identify specific groups of debtors who were more likely than others to benefit from the experience. The results show that overall debtors were very satisfied with their counseling experience. Moreover, their financial knowledge, attitudes, and behavioral intentions significantly improved as a result of the counseling. The effects of the counseling were primarily dependent on debtors' prior knowledge, behavior, and socioeconomic status, as well as the circumstances that resulted in their current financial problems. There was little, if any, evidence to suggest that the counseling requirement had been a burden or an administrative obstacle.
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