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作者

来源

URBAN EDUCATION,Vol.53,Issue6,P.806-833

语言

英文

关键字

college access; urban education; academic achievement; low expectations; African American students; Hispanic students; achievement gap; minority academic success; Child Development Accounts; assets; STUDENTS ACADEMIC-ACHIEVEMENT; PARENTAL INVOLVEMENT; ELE

作者单位

E-Mail: sherrad@wustl.edu

摘要

Child Development Accounts (CDAs) aim to increase college completion rates among disadvantaged youth by helping youth see themselves as college bound. This article summarizes findings about the implementation and impacts of universal, progressive CDAs, with emphasis on outcomes for disadvantaged children. Data come from a large randomized experiment. CDAs positively affect ownership of college savings accounts and assets, educational expectations, and other indicators of well-being. Disadvantaged children especially benefit from having a CDA. If CDAs prove to have long-term effects on educational expectations, college preparation, and educational achievement, then a national universal, progressive CDA could reduce educational disparities.