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Asset holding and educational attainment among African American youth

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  • Elliott, William
  • Kim, Kevin
  • Jung, Hyunzee
  • Zhan, Min

Abstract

This study extends previous analyses in several ways. First, in addition to parental wealth, the relationship between children's wealth and math and reading scores are examined. Second, we examine different mediating pathways that wealth may affect children's math and reading scores in a single path analysis model. The advantage of path analysis over traditional regression analyses, which are typically used in this area, is that researchers can get a glimpse of relationships among variables. Furthermore, mediation can be tested more easily and extensively in path analysis compared to regression. Third, we examine whether different forms of wealth (net worth, homeownership, and children's savings for school) have different effects. Forth, we examine whether wealth (parental and/or children's) effects vary across racial groups.

Suggested Citation

  • Elliott, William & Kim, Kevin & Jung, Hyunzee & Zhan, Min, 2010. "Asset holding and educational attainment among African American youth," Children and Youth Services Review, Elsevier, vol. 32(11), pages 1497-1507, November.
    • Handle: RePEc:eee:cysrev:v:32:y:2010:i:11:p:1497-1507
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    Cited by:

    1. Nam, Jaehyun & Ansong, David, 2015. "The effects of a dedicated education savings account on children's college graduation," Economics of Education Review, Elsevier, vol. 48(C), pages 198-207.
    2. David Ansong & Gina Chowa & Rainier Masa & Mathieu Despard & Michael Sherraden & Shiyou Wu & Isaac Osei-Akoto, 2019. "Effects of Youth Savings Accounts on School Attendance and Academic Performance: Evidence from a Youth Savings Experiment," Journal of Family and Economic Issues, Springer, vol. 40(2), pages 269-281, June.
    3. Rothwell, David W. & Ottusch, Timothy & Finders, Jennifer K., 2019. "Asset poverty among children: A cross-national study of poverty risk," Children and Youth Services Review, Elsevier, vol. 96(C), pages 409-419.
    4. Lenhoff, Sarah Winchell & Somers, Cheryl & Tenelshof, Brittney & Bender, Trisha, 2020. "The potential for multi-site literacy interventions to reduce summer slide among low-performing students," Children and Youth Services Review, Elsevier, vol. 110(C).
    5. Grinstein-Weiss, Michal & Sherraden, Michael & Gale, William G. & Rohe, William M. & Schreiner, Mark & Key, Clinton, 2013. "Long-term effects of Individual Development Accounts on postsecondary education: Follow-up evidence from a randomized experiment," Economics of Education Review, Elsevier, vol. 33(C), pages 58-68.
    6. Elliott, William & Destin, Mesmin & Friedline, Terri, 2011. "Taking stock of ten years of research on the relationship between assets and children's educational outcomes: Implications for theory, policy and intervention," Children and Youth Services Review, Elsevier, vol. 33(11), pages 2312-2328.
    7. Elliott, William & Choi, Eun Hee & Destin, Mesmin & Kim, Kevin H., 2011. "The age old question, which comes first? A simultaneous test of children's savings and children's college-bound identity," Children and Youth Services Review, Elsevier, vol. 33(7), pages 1101-1111, July.
    8. David Rothwell & Timothy Ottusch & Jennifer K. Finders, 2018. "Asset Poverty Among Children: A Cross-national Study of Poverty Risk," LWS Working papers 29, LIS Cross-National Data Center in Luxembourg.

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