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231006 ||| eng |
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|a Bruhn, Miriam
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|a The Long-Term Impact of High School Financial Education
|h Elektronische Ressource
|b Evidence from Brazil
|c Miriam Bruhn
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| 260 |
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|a Washington, D.C
|b The World Bank
|c 2022
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| 300 |
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|a 30 pages
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| 653 |
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|a Youth Economic Development
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| 653 |
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|a Financial Literacy
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| 653 |
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|a Financial Education
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| 653 |
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|a Education
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| 653 |
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|a Highschool Education
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| 653 |
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|a Personal Credit Usage
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| 653 |
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|a Finance and Financial Sector Development
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| 653 |
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|a Knowledge for Development
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| 653 |
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|a Curriculum and Instruction
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| 700 |
1 |
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|a Zia, Bilal
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| 700 |
1 |
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|a Garber, Gabriel
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| 700 |
1 |
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|a Koyama, Sergio
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| 041 |
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7 |
|a eng
|2 ISO 639-2
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| 989 |
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|b WOBA
|a World Bank E-Library Archive
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| 028 |
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|a 10.1596/1813-9450-10131
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| 856 |
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|u http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-10131
|x Verlag
|3 Volltext
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|a 330
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|a In 2011, the impact of a comprehensive financial education program was studied through a randomized controlled trial with 892 high schools in six Brazilian states. Using administrative data, this paper follows 16,000 students for the next nine years. The short-term findings were that the treatment students used expensive credit and were behind on payments. By contrast, in the long-term, treatment students were less likely to borrow from expensive sources and to have loans with late payments than control students. Treatment students were also more likely to own microenterprises and less likely to be formally employed than control students
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