Children’s Savings Accounts and Rural Children’s College Expectations: The Case of Kickstart Newaygo County

Young children’s educational expectations for themselves, conceptualized as a college-bound identity (CBI), is theorized an important and, fortunately, malleable self-concept predictive of attainment. Children’s Savings Accounts (CSAs) are emerging intervention shaping these but have remained understudied among rural populations. This study utilizes survey data from measure CBI collected N = 161 second graders and academic performance perceptions their parents. Findings support better global second-order factor describing compared to single-item child expectations. Participation in the CSA associated with greater levels was found be positively parent performance. These findings first that examine young children context. Further research needed understand causal sequence associations how dynamic between programming manifests across age groups.