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Financial Education and Timely Decision Support: Lessons from Junior Achievement

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  • Bruce Ian Carlin
  • David T. Robinson

Abstract

Using data from a finance theme park at Junior Achievement of Southern California, we explore how timely decision support is impacted by previous exposure to financial education. Some students received a 19-hour curriculum before participating, and some did not. Trained students were more frugal, paid off debt faster, and relied less on credit financing. However, trained students purchased less comprehensive health insurance, exposing themselves to greater financial risk and wealth volatility. This disparity can be explained by differences in decision support within the park. As such, it appears that education and decision support should be considered complements, not substitutes.

Suggested Citation

  • Bruce Ian Carlin & David T. Robinson, 2012. "Financial Education and Timely Decision Support: Lessons from Junior Achievement," American Economic Review, American Economic Association, vol. 102(3), pages 305-308, May.
  • Handle: RePEc:aea:aecrev:v:102:y:2012:i:3:p:305-08
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    File URL: http://www.aeaweb.org/articles.php?doi=10.1257/aer.102.3.305
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    References listed on IDEAS

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    1. Bernheim, B. Douglas & Garrett, Daniel M. & Maki, Dean M., 2001. "Education and saving:: The long-term effects of high school financial curriculum mandates," Journal of Public Economics, Elsevier, vol. 80(3), pages 435-465, June.
    2. Annamaria Lusardi & Olivia Mitchell, 2006. "Financial Literacy and Retirement Preparedness: Evidence and Implications for Financial Education Programs," Working Papers wp144, University of Michigan, Michigan Retirement Research Center.
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    Cited by:

    1. Kiliyanni, Abdul Latheef & Sivaraman, Sunitha, 2016. "The perception-reality gap in financial literacy: Evidence from the most literate state in India," International Review of Economics Education, Elsevier, vol. 23(C), pages 47-64.
    2. Grohmann, Antonia & Kouwenberg, Roy & Menkhoff, Lukas, 2014. "Roots of Financial Literacy," VfS Annual Conference 2014 (Hamburg): Evidence-based Economic Policy 100550, Verein für Socialpolitik / German Economic Association.
    3. Leisa A. Martin, 2017. "Teacher Candidates Respond to Teaching the Junior Achievement Curriculum," SAGE Open, , vol. 7(1), pages 21582440176, March.
    4. Grohmann, Antonia & Kouwenberg, Roy & Menkhoff, Lukas, 2015. "Childhood roots of financial literacy," Journal of Economic Psychology, Elsevier, vol. 51(C), pages 114-133.
    5. Cai, Jing & Song, Changcheng, 2017. "Do disaster experience and knowledge affect insurance take-up decisions?," Journal of Development Economics, Elsevier, vol. 124(C), pages 83-94.
    6. Zhi-fang Su & Yujen Hsiao & Mei-Yuan Chen, 2015. "Effects of Higher Education on the Unconditional Distribution of Financial Literacy," Journal of Economics and Management, College of Business, Feng Chia University, Taiwan, vol. 11(1), pages 1-22, January.
    7. Shen, Chung-Hua & Lin, Shih-Jie & Tang, De-Piao & Hsiao, Yu-Jen, 2016. "The relationship between financial disputes and financial literacy," Pacific-Basin Finance Journal, Elsevier, vol. 36(C), pages 46-65.
    8. Duca, John V. & Kumar, Anil, 2014. "Financial literacy and mortgage equity withdrawals," Journal of Urban Economics, Elsevier, vol. 80(C), pages 62-75.

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