Does Individual Development Account Participation Help the Poor? A Review

Autor/inn/en	Richards, Kristin V.; Thyer, Bruce A.
Titel	Does Individual Development Account Participation Help the Poor? A Review
Quelle	In: Research on Social Work Practice, 21 (2011) 3, S.348-362 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-7315
DOI	10.1177/1049731510395609
Schlagwörter	Ownership; Economically Disadvantaged; Bibliographic Databases; Individual Development; Peer Evaluation; Pretests Posttests; Money Management; Real Estate; Higher Education; Low Income; Cost Effectiveness; Program Effectiveness + Suchen Sie Ihr Suchwort? Eigentum; literaturdatenbank; Individuelle Entwicklung; Grundstück; Hochschulbildung; Hochschulsystem; Hochschulwesen; Niedriglohn; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken
Abstract	Objectives: The purpose of this study is to review the current empirical research regarding the financial effects of participation in Individual Development Account (IDA) programs. Methods: Peer-reviewed outcome studies identified through electronic bibliographic databases and manual searches of article reference lists are reviewed. A total of 1 randomized controlled trial, 1 quasi-experimental study involving a comparison group, and 13 preexperimental 1-group pretest-posttest studies, were found. Results: Findings suggest IDA participants are capable of saving; however, total amount of savings is limited and may simply represent a reallocation of assets. Additionally, there is little evidence that the poor are enabled to achieve one of the three primary purposes of IDA programs (e.g., home ownership, postsecondary education, and microenterprise). Conclusion: It is premature to conclude that IDAs are an effective means of assisting low-income individuals in the development of assets. A stronger evidentiary foundation is needed, consisting of randomized controlled trials and cost-effectiveness and cost-benefit studies. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10