%0 Journal Article
%T Universal and Progressive Child Development Accounts: A Policy Innovation to Reduce Educational Disparity
%A Jason Q. Purnell
%A Jin Huang
%A Lisa Reyes Mason
%A Margaret Clancy
%A Mark Schreiner
%A Michael Sherraden
%A Nora Ellen Wikoff
%A Sondra Beverly
%A Trina R. Williams Shanks
%A Youngmi Kim
%A Yunju Nam
%J Urban Education
%@ 1552-8340
%D 2018
%R 10.1177/0042085916682573
%X Child Development Accounts (CDAs) aim to increase college completion rates among disadvantaged youth by helping youth see themselves as ˇ°college bound.ˇ± This article summarizes findings about the implementation and impacts of universal, progressive CDAs, with emphasis on outcomes for disadvantaged children. Data come from a large randomized experiment. CDAs positively affect ownership of college savings accounts and assets, educational expectations, and other indicators of well-being. Disadvantaged children especially benefit from having a CDA. If CDAs prove to have long-term effects on educational expectations, college preparation, and educational achievement, then a national universal, progressive CDA could reduce educational disparities
%K college access
%K urban education
%K academic achievement
%K low expectations
%K African American students
%K Hispanic students
%K achievement gap
%K minority academic success
%K Child Development Accounts
%K assets
%U https://journals.sagepub.com/doi/full/10.1177/0042085916682573