Financial Education Affects Financial Knowledge and Downstream Behaviors

This study covers the rapidly growing literature on the causal effects of financial education programs in a meta-analysis of 76 randomized experiments with a total sample size of over 160,000 individuals. The evidence shows that financial education programs have, on average, positive causal treatment effects on financial knowledge and downstream financial behaviors. Treatment effects are economically meaningful in size, similar to those realized by educational interventions in other domains and are at least three times as large as the average effect documented in earlier work. These results are robust to the method used, restricting the sample to papers published in top economics journals, including only studies with adequate power, and accounting for publication selection bias in the literature. The study concludes with a discussion of the cost-effectiveness of financial education interventions.

Financial Well-being among Black and Hispanic Women

This paper provides an in-depth examination of the financial well-being of Black and Hispanic women and the factors contributing to it, using the 2018 wave of the National Financial Capability Study. Differences between Black and Hispanic women versus White women are documented, in that the former are more likely to face economic challenges that depress financial well-being. Controlling for differences in socio-demographic characteristics, there are important differences in the factors that contribute to financial well-being for Black and Hispanic women compared to White women. This includes distinct impacts of education, family structure, employment, and financial literacy. Results imply that extant financial education programs inadequately address the needs of Black and Hispanic women.

Fearless Woman: Financial Literacy and Stock Market Participation

Women are less financially literate than men. It is unclear whether this gap reflects a lack of knowledge or, rather, a lack of confidence. This survey experiment shows that women tend to
disproportionately respond “do not know” to questions measuring financial knowledge, but when this response option is unavailable, they often choose the correct answer. The authors find that about one-third of the financial literacy gender gap can be explained by women’s lower confidence levels. Both financial knowledge and confidence explain stock market participation.

Attitudes Toward Debt and Debt Behavior

This paper introduces a novel survey measure of attitude toward debt. Survey results with panel data on Swedish household balance sheets from registry data are matched, showing that debt attitude measure helps explain individual variation in indebtedness as well as debt build-up and spending behavior in the period 2004–2007. As an explanatory variable, debt attitude compares well to a number of other determinants of debt, including education, risk-taking, and financial literacy. Evidence that suggests that debt attitude is passed down along family lines and has a cultural element is also presented.

Financial Empowerment and Alleviating Poverty in Canada: A concept paper

Do State Earned Income Tax Credits Increase Participation in the Federal EITC?

Killer Debt – The Impact of Debt on Mortality

Creating Mobility from Poverty: An Overview of Strategies

Comparing Poverty Measures – Ontario

From Financial Literacy to Financial Action

Towards a Poverty Reduction Strategy

Financial Literacy around the World: An Overview of the Evidence with Practical Suggestions for the Way Forward

All In: Building the Path to Global Prosperity Through Financial Capability and Inclusion

A Life-Course Approach to Social Policy Analysis: A Proposed Framework. Discussion Paper

Financially fragile households: Evidence and implications

Social Entrepreneurship: Social Impact Metrics

Visual Tools and Narratives: New Ways to Improve Financial Literacy

Banking on the Margins: Finding Ways to Build an Enabling Small Dollar Credit Market

Does Community Access to Alternative Financial Services Relate to Individuals’ Use of These Services? Beyond Individual Explanations

“We’re Going to Do This Together”: Examining the Relationship between Parental Educational Expectations and a Community-Based Children’s Savings Account Program

This paper presents quantitative and qualitative evidence of the relationship between exposure to a community-based Children’s Savings Account (CSA) program and parents’ educational expectations for their children. First, we examine survey data collected as part of the rollout and implementation of The Promise Indiana CSA program. Second, we augment these findings with qualitative data gathered from interviews with parents whose children have Promise Indiana accounts.

Though results differ by parental income and education, the quantitative results using the full sample suggest that parents are more likely to expect their elementary-school children to attend college if they have a 529 account or were exposed to the additional aspects of The Promise Indiana program (i.e., the marketing campaign, college and career classroom activities, information about engaging champions, trip to a University, and the opportunity to enroll into The Promise).