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Math Achievement and Children’s Savings: Implications for Child Development Accounts

Abstract

In this study, we propose that children who have a savings account may be more likely to have higher math scores than children without a savings account. We find that children’s savings accounts are positively associated with math scores. Children with savings accounts on average score almost nine percent higher in math than children without a savings account. Further, results suggest that children’s savings accounts fully mediate the relationship between household wealth and children’s math scores. However, household wealth moderates the mediating relationship. We find math scores of low-wealth children increase by 2.13, middle-wealth children’s increase by 4.36, while high-wealth children’s increase by 6.59 points. Policy implications are discussed.

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Notes

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    NAEP—the nation’s report card—provides a common set of standards for assessing performance.

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Correspondence to William Elliott.

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Elliott, W., Jung, H. & Friedline, T. Math Achievement and Children’s Savings: Implications for Child Development Accounts. J Fam Econ Iss 31, 171–184 (2010). https://doi.org/10.1007/s10834-010-9185-4

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Keywords

  • Assets
  • Child Development Accounts
  • Math achievement
  • Panel Study of Income Dynamics
  • Wealth