Standardized Language Arts and Mathematics test scores, not GPA, predicted financial knowledge gains from the camp¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The CSTLA coefficient of 0.061 was significant in baseline specifications, implying a 2.14 percentage-point gain from the 50th to 75th percentile of Language Arts scores; GPA was statistically insignificant. → Bhattacharya et al. 2016

Evidence¶

Bhattacharya et al. 2016¶

Radha Bhattacharya, Andrew Gill, and Denise Stanley. (2016). The Effectiveness of Financial Literacy Instruction: The Role of Individual Development Accounts Participation and the Intensity of Instruction. Journal of Financial Counseling and Planning, Volume 27, Number 1, 2016, 20–35. https://doi.org/10.1891/1052-3073.27.1.20

q2 · i? · causal · r2

OLS gain score regression (Table 4, column ii, N = 82) controlling for GPA and IDA/INTENSITY. The article reports CSTLA 0.061 (p < .05) and CST Mathematics coefficients of roughly 0.07; these are unstandardized coefficients, not effect sizes.

"The coefficient estimate of 0.061 for the CSTLA variable in Table 4 indicates that as we move from the 50th to the 75th percentile in CST Language Arts scores, the change from pretest to posttest scores increases by 2.14 percentage points"

Discussion¶

Learner Variables¶

• Academic and Critical Literacy — predictor: learners who differ on it differ in outcomes

Related Claims¶

• A 1-week financial fitness camp raised financial knowledge of low-income 8th graders by roughly 12 percentage points on a pretest–posttest design — related
• IDA participation and contribution level showed no statistically significant effect on financial knowledge gains from camp instruction — related
• An additional 90 minutes of intensive instruction did not produce statistically significant gains in financial knowledge beyond the 11-hour camp — related