Long-Term Analysis of a Savings Program in Elementary School

Autor/inn/en	Davidson, Jennifer A.; Walstad, William B.
Titel	Long-Term Analysis of a Savings Program in Elementary School
Quelle	In: Citizenship, Social and Economics Education, 21 (2022) 3, S.172-184 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Walstad, William B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/14788047221126735
Schlagwörter	Elementary School Students; High School Students; Money Management; Fiscal Capacity; School Activities; Banking; Program Effectiveness; Time Perspective; Student Behavior + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Finanzmittel; Bankgeschäft; Zeitbezug; Student behaviour; Schülerverhalten
Abstract	The prevalence of in-school savings programs (ISSPs) for children and youth is widespread, but research on their effectiveness is limited. This study investigates the long-term effects of an ISSP conducted in one U.S. elementary school. Survey data were collected on the financial behaviors of high school students, who participated in or did not participate in an ISSP while attending the same elementary school at the same time. The results from a probit analysis of data controlling for demographic variables showed that ISSP participants compared with non-participants were more likely to have a bank account in high school. They also were more likely to have opened a bank account before attending high school. Further results show that high school students with bank accounts are more likely to save regularly, indicating that ISSP contributes indirectly to saving regularly through its direct influence on getting students to open a bank account and open it early. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01