Do Financial Literacy Classes Help? An Experimental Assessment in a Low-Income Population

Catherine M. Reich, Jeffrey S. Berman

Research output: Contribution to journalArticlepeer-review

10 Scopus citations

Abstract

Although programs designed to increase financial literacy are widely promoted, there is little evidence of their impact on financial knowledge or behavior. The present study used an experimental design to examine the effectiveness of a financial literacy course for low-income individuals receiving services in a nonprofit residential program. Participants were randomly assigned either to a 4-week financial literacy course (n = 17) or a wait-list control group (n = 16). They then completed measures designed for the purposes of this study assessing financial knowledge (e.g., which loan payments should take priority), negative behaviors (e.g., overdrawing a financial account), and positive behaviors (e.g., leaving money in a savings account). Results of this randomized experiment confirmed that the course increased both financial knowledge and positive financial behaviors, thereby lending support for the continued use of such financial education programs. Attrition was high in this study, however, and future research might explore alternative formats or approaches to presenting the course material.

Original languageEnglish (US)
Pages (from-to)193-203
Number of pages11
JournalJournal of Social Service Research
Volume41
Issue number2
DOIs
StatePublished - Mar 15 2015

Bibliographical note

Funding Information:
This research was supported by a Centers of Excellence grant awarded to the Department of Psychology at the University of Memphis by the state of Tennessee.

Publisher Copyright:
© 2015, Taylor & Francis Group, LLC.

Keywords

  • Financial literacy
  • educational programs
  • money management
  • nonprofit organizations
  • program evaluation

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