Building assets from birth: a global comparison of Child Development Account policies

By V. Loke, Michael Sherraden. 2009

133 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/6ff2c5897e06ebf423a92051ccf664faedd2a5ba

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Citations in the corpus

Taking stock of ten years of research on the relationship between assets and children's educational outcomes: Implications for theory, policy and intervention (2011, background): “According to Loke and Sherraden (2009), these accounts are automatically opened for each child in Singapore and the government makes annual contributions to each account ranging from $112 to $132 in 2007.”
Seeing the Destination AND the Path: Using Identity‐Based Motivation to Understand and Reduce Racial Disparities in Academic Achievement (2017, background): “…nonmeans tested ways to improve educational outcomes are universal pre-kindergarten, universal child development accounts (Curley & Sherraden, 2000; Loke & Sherraden, 2009), and universal family and child allowances (Béland, Blomqvist, Andersen, Palme, & Waddan, 2014; Henneck, 2003; United…”
Do parental assets matter for children's educational attainment?: Evidence from mediation tests (2011, methodology): “CDAs have been tested in the United Kingdom, Canada, South Korea, and Singapore (Loke & Sherraden, 2009), and a large-scale experiment in the United States—SEED for Oklahoma Kids (SEED OK)—examines how a universal CDA model promotes savings for children’s education and may influence educational expe”
Do Child Development Accounts Promote Account Holding, Saving, and Asset Accumulation for Children's Future? Evidence from a Statewide Randomized Experiment. (2013, background): “The design of the SEED OK experiment provides exceptionally good data for evaluating the impacts of CDAs on account holding and savings for college.”