Amendments enacted on Wednesday, October 2, will affect all newborn children in California. The state became the third this year to adopt a universal, at-birth Child Development Account (CDA) policy.
Illinois became the most recent state in the U.S. to adopt universal Child Development Accounts on August 23, when Gov. J.B. Pritzker signed legislation to open a 529 college savings plan account with deposits for every child born or adopted in Illinois after Dec. 31, 2020.
Nebraska’s legislature today approved a universal Child Development Account (CDA) policy that will cover every resident born in the state on or after January 1, 2020.
June 13, 2019, 10:00 a.m. to 2:00 p.m., Hillman Hall classroom 130, Brown School of Social Work, Washington University in St. Louis
Sherraden, M., & Clancy, M. M. (2019, March). A bill to create the Bright Futures Plan Task Force: Testimony on H.B. 2389 before the House Education Committee, Oregon State Legislature (CSD Testimony No. 19-09). St. Louis, MO: Washington University, Center for Social Development. https://doi.org/10.7936/zb67-p268
Clancy, M. M., Sherraden, M., & Beverly, S. G. (2019, March). SEED for Oklahoma Kids Wave 3: Extending Rigorous Research and a Successful Policy Model (CSD Research Brief No. 19-06). St. Louis, MO: Washington University, Center for Social Development. https://doi.org/10.7936/zx2j-0543
Clancy, M. M. (2019). The Meadowlark Scholarship Act: Testimony on L.B. 544 before the Education Committee, 106th Nebraska Legislature (CSD Testimony No. 19-03). St. Louis, MO: Washington University, Center for Social Development. https://doi.org/10.7936/683w-bn26
More than 65 invited guests from 18 states and the District of Columbia attended a lively Child Development Account Forum in late July at the Brown School of Social Work. CSD and Missouri State Treasurer Eric Schmitt, who oversees Missouri’s 529 college savings plan, hosted the event.
July 25, 2018, Clark-Fox Forum, Brown School of Social Work, Washington University in St. Louis
Clancy, M. M., Markoff, S., & King, J. (2018, May). How do changes to 529 rules affect children’s savings account programs? (CSD Research Brief No. 18-24). Washington, DC: Prosperity Now, Washington University, Center for Social Development, and New America.
King, J., & Clancy, M. M. (2018, March 22). How can states seize the moment and reform college savings? New America Weekly, edition 199.
Clancy, M. M., & Beverly, S. G. (2017, November). 529 plan investment growth and a quasi-default investment for Child Development Accounts (CSD Policy Brief No. 17-42). St. Louis, MO: Washington University, Center for Social Development.
The ScholarShare Investment Board, which oversees California’s 529 college savings plan, will administer the program. Margaret Clancy, policy director at the Center for Social Development, serves on ScholarShare’s Matching Grant Program Advisory Committee.
Newly elected Missouri State Treasurer Eric Schmitt kicked off the June 20 Child Development Account Forum by saying his office is “very focused” on the Missouri MOST 529 College Savings Plan.
Financial Capability and Asset Building for All is one of the 12 Grand Challenges for Social Work and a growing practice in the social work profession. The Center for Social Development is committed to working with its partners to increase the financial capability of individuals, families, and communities across the globe!
Beverly, S. G., & Clancy, M. M. (2017, April). Asset limits for means-tested public assistance: Considerations for Child Development Account proponents (CSD Policy Brief No. 17-24). St. Louis, MO: Washington University, Center for Social Development. https://doi.org/10.7936/K72R3R5X
Parents’ savings and assets are unlikely to jeopardize federal or state need-based aid for low- and moderate-income dependent college students, according to a new policy brief from the Center for Social Development.
Clancy, M., & Beverly, S. (2017, February). Do savings and assets reduce need-based aid for dependent students? (CSD Policy Brief No. 17-10). St. Louis, MO: Washington University, Center for Social Development. https://doi.org/10.7936/K7KW5FJX
The mayor of New York has announced a new child savings account to help thousands of New York City public school children save for college. City officials relied on research from the Center for Social Development to develop the three-year pilot program, which starts next fall.
On August 18, the Center for Social Development received the College Kids Ambassador Award from the St. Louis Treasurer’s Office of Financial Empowerment.
New research from the Center for Social Development at Washington University showed that low- to moderate-income black students and graduates accrued $7,721 more education debt than their white counterparts.
Families’ costs have decreased for Missouri’s MOST 529 college savings plan, and now there is no minimum deposit required to open an account.
Every student in public, private and home schools in Salem City, N.J., will have access to a seed deposit in a 529 college savings account starting in April, officials announced.
More than 100 people gathered in St. Louis in October to hear leading experts discuss the latest research, funding, program and account-structure ideas in the growing field of Child Development Accounts.
August 18, 2015, St. Louis, MO
In the United States, the largest Child Development Account (CDA) programs have been built on existing college savings plans, often called 529 plans after the relevant section of the Internal Revenue Code.
March 10, 2015, 9:00 am
Clancy, M. M., Sherraden, M., & Beverly, S. G. (2015, January). College savings plans: A platform for inclusive and progressive Child Development Accounts (CSD Policy Brief No. 15-07). St. Louis, MO: Washington University, Center for Social Development.
Rhode Island’s treasurer and governor-elect, Gina M. Raimondo, on Dec. 10 announced a policy change to make college savings more accessible for newborn children in that state. In January, it will be as simple as checking a box.
October 23, 2014, St. Louis, MO
Zhan, M., & Xiang, X. (2014). Education loans and wealth building among young adults (CSD Working Paper No. 14-14). St. Louis, MO: Washington University, Center for Social Development.
An experiment that models the first truly universal Child Development Account policy in the United States shows early positive impacts for parents and children, according to a research summary recently published by the Center for Social Development at Washington University in St. Louis.
May 8-9, 2014, St. Louis, Missouri
March 27-28, 2014, New York, New York
Clancy, M., & Sherraden, M. (2014). Automatic deposits for all at birth: Maine’s Harold Alfond College Challenge (CSD Policy Report No. 14-05). St. Louis, MO: Washington University, Center for Social Development.
This week, the state of Maine became the first in the United States to make college savings for newborns universal and automatic, putting into practice research pioneered by Michael Sherraden and the Brown School’s Center for Social Development at Washington University in St. Louis.
Elliott, W., III, Grinstein-Weiss, M., & Nam, I. (2013). Does outstanding student debt reduce asset accumulation? (CSD Working Paper No. 13-32). St. Louis, MO: Washington University, Center for Social Development.
Zhan, M., & Xiang, X. (2013). An event history analysis of educational loans and college graduation: A focus on differences by race and ethnicity (CSD Working Paper No. 13-35). St. Louis, MO: Washington University, Center for Social Development.
More than 160 people attended “Generation Debt: the Promise, Perils and Future of Student Loans” at the Federal Reserve Bank of St. Louis on Monday, Nov. 18. The conference was co-sponsored by the St. Louis Fed and the Center for Social Development in the Brown School at Washington University in St. Louis.
Elliott, W., III, Grinstein-Weiss, M., & Nam, I. (2013). Student debt and declining retirement savings (CSD Working Paper No. 13-34). St. Louis, MO: Washington University, Center for Social Development.
Elliott, W., III, Grinstein-Weiss, M., & Nam, I. (2013). Is student debt compromising homeownership as a wealth-building tool? (CSD Working Paper No. 13-33). St. Louis, MO: Washington University, Center for Social Development.
Beverly, S. G., Elliott, W., III, & Sherraden, M. (2013, November). Child Development Accounts and college success: Accounts, assets, expectations, and achievements (CSD Perspective No. 13-27). St. Louis, MO: Washington University, Center for Social Development. https://doi.org/10.7936/K7805247
Elliott, W., III. (2013, October). Can a college-saver identity help resolve the college expectation-attainment paradox? (CSD Fact Sheet No. 13-30). St. Louis, MO: Washington University, Center for Social Development.
Elliott, W., III. (2013, October). Reimagining how students and families pay for college: From debt dependency to asset empowerment (CSD Fact Sheet No. 13-29). St. Louis, MO: Washington University, Center for Social Development.
Zhan, M., & Lanesskog, D. (2013). The impact of family assets and debt on college graduation (CSD Working Paper No. 13-36). St. Louis, MO: Washington University, Center for Social Development.
Zhan, M., & Lanessko, D. (2013, October). The impact of family assets and debt on college graduation (CSD Fact Sheet No. 13-37). St. Louis, MO: Washington University, Center for Social Development.
Zhan, M. (2013, May). Education debt and racial disparity in college success (CSD Fact Sheet No. 13-10). St. Louis, MO: Washington University, Center for Social Development.
Elliott, W., III, Song, H-a., & Nam, I. (2013, March). Relationships between college savings and enrollment, graduation, and student loan debt (CSD Research Brief No. 13-09). St. Louis, MO: Washington University, Center for Social Development.
Elliott, W., III, & Sherraden, M. (2013). Assets and educational achievement: Theory and evidence [Introduction to the special issue]. Economics of Education Review, 33, 1–7. doi:10.1016/j.econedurev.2013.01.004
Elliott, W., III, & Sherraden, M. (Eds.). (2013). Assets and educational attainment: Theory and evidence [Special issue]. Economics of Education Review, 33.