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The Campbell Collaboration | www.campbellcollaboration.org
Interventions Designed to Improve Financial
Capability by Improving Financial Behavior
and Financial Access: A Systematic Review Julie Birkenmaier, PhD., and Brandy Maynard, PhD
Submitted to the Coordinating Group of:
Crime and Justice
Education
Disability
International Development
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X Social Welfare
Methods
Knowledge Translation and Implementation
Other:
Plans to co-register:
X No
Yes Cochrane Other
Maybe
Date Submitted: March 10, 2016
Date Revision Submitted:
Approval Date:
Publication Date: 01 July, 2016
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TITLE OF THE REVIEW
Interventions Designed to Improve Financial Capability by Improving Financial Behavior
and Facilitating Financial Access: A Systematic Review
BACKGROUND
Financial capability, defined as “a consumer’s ability to apply financial knowledge and
perform desirable financial behaviors to achieve financial well-being” (Xiao & O’Neill,
2014), is gaining attention in practice and public policy. Today’s financial context is more
complicated than in previous generations, and people have greater responsibility for making
their own financial decisions. The growth in individual responsibility dovetailing with the
growth in financial products and services, including those in the Alternative Financial
Services sector, has resulted in higher risk than ever for making financial decisions. As a
result of the recent global financial crisis, and subsequent growth in income and wealth
inequality to unprecedented levels in recent U.S. history, there is growing recognition that
people need stronger financial capability to avoid and recover from financial difficulties and
poverty (Miller, Reichelstein, Salas, & Zia, 2014; Mitchell & Lusardi, 2015).
There is growing academic and public policy interest in helping people gain financial
capability. Researchers are testing financial capability interventions with adults, children,
immigrant populations, and other groups (Theodos et al., 2015; Batty, Collins & Odders-
White, 2015; Huang, Yunju, & Sherraden, 2013; Curley & Robertson, 2014). For example,
interventions to help parents learn to save money include financial education and access to a
college savings account (Huang, Yunju & Sherraden, 2013). Policymakers are showing
increased interest in interventions, and implementing new policies designed to increase
financial capability. For example, the states of Maine and Nevada have started statewide
financial capability and asset building programs (Clancy, Sherraden, & Beverly, 2015).
Countries are creating national strategies on financial capability (Bagewell, Hestbaek,
Harries & Kail, 2014; Kempson, 2009). As outcomes, studies measure financial behaviors,
such as having emergency or short-term savings (Azurdia & Greedman, 2016, Birkenmaier,
Curley & Kelly, 2014; Collins & Urban, 2015; Huang et la, 2013; Skimmyhorn, 2012; Theodos
et al., 2015), financial management (e.g., keeping records of expenses and income, paying
bills on time, and using a budget) (Theodos et al., 2015), improving credit (Birkenmaier, et
al., 2014; Theodos et al., 2015), participation in retirement savings plan (Duflo & Saez, 2003;
Duflo, Gale, Liebman, Orszag, & Saez, 2007) and saving for an asset, such as children’s
college education (Han, 2009; Huang, Yunju & Sherraden 2013, Sherraden, Johnson, Guo &
Elliott, 2011). Some studies are also interested in financial knowledge (Azurdia & Freedman,
2016; Han, Grinstein-Weiss & Sherraden; Theodos et al, 2015) and financial mindset (i.e.,
attitudes, motivation, and decision-making) (Skimmyhorn, 2012; Theodos et al, 2015).
These outcomes all have the potential to impact a person’s financial well-being, or the ability
of a household to “fully meet current and ongoing financial obligations, can feel secure in
2 The Campbell Collaboration | www.campbellcollaboration.org
their financial future, and is able to make choices that allow them to enjoy life.” (Consumer
Financial Protection Bureau, 2015).
At the same time, there is an increasing awareness that a focus on financial knowledge alone
is insufficient, because knowledge alone does not always lead to optimal financial decisions.
Financial knowledge, while necessary, is insufficient by itself in today’s world to ensure
optimal financial choices and behaviors (Austin & Arnott-Hill, 2014; Fernandes, Lynch, &
Netemeyer, 2014; Hastings, Madrian & Skimmyhorn, 2013; Miller, et al, 2014; Mitchell &
Lusardi, 2015). Instead, a focus on the combination of financial knowledge and skills, and
access to appropriate financial products and services (Sherraden, 2013) has demonstrated
promise to result in financial behaviors and financial access that facilitate financial stability
and security (Theodos et al., 2015; Collins & Urbank, 2015; Huang, Yunju, & Sherraden,
2013; Robertson & Curley, 2016). This combination is grounded in Sen (1999) and
Nussbaum’s (2007) theoretical work on capability, which postulates that people’s choices
reflect both their knowledge and their real opportunities within their lived environment. The
financial capability framework recognizes that both financial education and access are
determinants of an individual’s financial well-being, and that the interaction of the two
allows individuals to apply their knowledge and skills and gain additional knowledge and
skills (Huang, Nam, Sherraden & Clancy, 2014). The interventions that use both elements
also utilize important elements identified by the World Bank as essential to better financial
interventions. By combining knowledge and financial access, interventions are “targeted and
relevant”, provided at a “teachable moment” when the information is useful, and “gives
exposure to information over the longer-term” through the use of a product or service
(Lundberg & Mulaj, 2014).
Interventions designed to increase financial capability are increasingly designed to both
strengthen financial knowledge and strengthen access to appropriate financial products to
impact behaviour. Financial knowledge interventions involve a diverse range of types, goals,
and delivery models. Some financial knowledge interventions utilize a set curriculum
(Birkenmaier, Curley, & Kelly, 2014), while others are tailored to the client’s situation
(Huang, Nam, & Sherraden, 2013), expressed goals and interest areas (Theodos et al., 2015),
or are specific to a financial product or service (Azurdia & Freedman, 2016; Collins & Urban,
2015). Financial knowledge interventions may have the goal of increasing general financial
knowledge (Han, Grinstein-Weiss & Sherraden, 2009), financial knowledge specifically
related to a particular client situation (Theodos et al, 2015), or financial knowledge about a
particular type of product or service (Azurdia & Freedman, 2016; Collins & Urban, 2015).
Delivery models include one-on-one financial education (Azurdia & Freedman, 2016;
Theodos et al., 2015) online financial education (Collins & Urban, 2015), and classroom-
based financial education (Birkenmaier, Curley & Kelly, 2014). In interventions designed to
improve financial capability, these financial knowledge elements are paired with a financial
access element, such as debt or credit interventions for a particular client situation (Theodos
et al, 2015), a child education savings account (Huang, Nam, & Sherraden, 2013), savings
and checking accounts at banks and credit unions (Birkenmaier, Curley & Kelly, 2014),
3 The Campbell Collaboration | www.campbellcollaboration.org
retirement saving plans (Collins & Urban, 2015), matched savings accounts for asset
development (Han, Grinstein-Weiss & Sherraden, 2009), or emergency savings accounts
(Azurdia & Freeman, 2016), among others. The range of financial capability behaviors
impacted includes savings, investment, record keeping, and loan repayment behaviors
(Miller, et al., 2014).
An important difference among interventions, however, is whether the intervention includes
only financial education, or whether financial education is linked to financial products and
services onto which participants can act to better their financial situation with their
newfound knowledge. This difference is significant. Interventions that include only financial
education or information and not designed to increase participant access to appropriate
financial products and services that allows them to act on their knowledge assume that
knowledge alone can result in behavior change that impacts financial well-being. Indeed, a
prior review found that financial education alone had weak effects on behaviour (Fernandes,
Lynch, & Netemeyer, 2014).
As interventions to improve financial capability policy moves forward, more evidence is
needed about interventions that combine financial education and financial access. It is
important that practitioners, policy makers and stakeholders have access to evidence of
effects of approaches to improve financial capability that combine both elements to make
informed decisions rather than rely on results of individual studies.
We conducted an initial cursory search for studies that meet our eligibility criteria (described
below) and have identified at least 10 studies thus far. However, we plan to conduct a
comprehensive search of published and unpublished literature using a wide variety of
electronic databases and hand searching relevant journals. We anticipate a fair number of
“white papers” or other reports and grey literature in this area, and plan to include a
comprehensive search for grey literature. Our search for unpublished studies will include
relevant websites, to include the website “finlitedu.org” for studies completed by the World
Bank, and the OECD, Global Partnership for Financial Inclusion, and Alliance for Financial
Inclusion (AFI) websites. We anticipate at least 25-30 studies will meet our criteria.
OBJECTIVES
Specifically, the purpose of this review is to examine and synthesize the evidence of
interventions designed to improve financial capability that combine financial education and
access to financial products and/or services to inform practice and policy. The following are
the research questions for this project:
1. What types of interventions designed to improve financial capability are being
utilized that combine financial education and financial access?
2. What is the state and quality of evidence of studies of interventions designed to
improve financial capability that combine financial education and financial access?
4 The Campbell Collaboration | www.campbellcollaboration.org
3. What are the effects of interventions designed to improve financial capability on
financial behavior and financial access at post-test and follow-up time points?
EXISTING REVIEWS
Two prior reviews have been conducted on interventions intended to improve at least one
aspect of financial capability (Fernandes, et al, 2014; Miller, Reichelstein, Salas, & Zia,
2014). Fernandes and colleagues (2014) examined financial literacy and financial education
interventions on financial behaviors. Although the systematic review methods were not
clearly reported, and the inclusion criteria were not well defined, the authors appear to have
included 168 studies (published and unpublished), with 90 of those being studies that
manipulated financial literacy with some education intervention and the remaining being
studies that measured financial literacy (correlational studies). Fifteen of the 90 intervention
studies used a randomized design, with the others using a quasi-experimental or pre-post
design. They found that financial education interventions have weak effects on financial
behavior, especially in low-income samples. Miller and colleagues (2014) took a seemingly
broader approach to their review in including any intervention that would impact financial
knowledge, attitudes and/or behaviors. They reported to have identified 188 studies via their
search of one electronic database (Econlit), prior literature reviews, studies completed within
the World Bank and websites likely to include relevant studies. However, the authors
reported that “in order to reduce the number of studies to a manageable size…only articles
from peer reviewed journals were included from Econlit, for the period January 2009 to
September 2013” (p. 7). Despite their broader inclusion criteria related to the interventions
of interest, their meta-analyses reported on outcomes of financial education interventions
from a small number of studies on the following outcomes: savings behaviour (n = 6),
retirement savings (n = 5), loan defaults (n = 4), and record keeping (n = 5). Findings
indicate that the interventions had a positive impact on some behaviors (savings and record
keeping), but not on others (retirement savings or loan default rates). Overall, the reporting
of the eligibility criteria and methods used to search, select, and extract data from studies
was not clear. The Fernandes study was more explicit about limiting studies included in their
review to those examining financial literacy and education interventions. Miller and
colleagues may have included interventions that encompassed financial literacy and
education and access, but they did not provide explicit inclusion criteria regarding the
interventions eligible for inclusion nor did they provide a description of the types of
interventions they included outside of referring to them as “financial education” when
describing the results of their meta-analyses.
While these reviews provide some evidence related to effects of financial capability
interventions, serious evidence gaps remain for policymakers. Fernandes et al. (2014)
included only financial education or literacy efforts without financial access (i.e., no link to a
financial product or service). Therefore, the interventions are not designed to increase
participant access to appropriate financial products or service that allows them to act on
their knowledge. Similarly, Miller and colleagues (2014) appear to also have only included
5 The Campbell Collaboration | www.campbellcollaboration.org
financial literacy interventions, or if they did also include financial capability interventions,
they make no distinction between these the different types of interventions, thus it remains
unclear whether interventions that combine financial literacy with financial access are
effective. In addition to this limitation, the Miller et al. (2014) study also has some
shortcomings that limits its usefulness in policy formation. The review had an insufficient
search strategy by using a limited number of databases, and therefore, the review may have
missed potentially relevant studies. The review does not sufficiently describe the types of
evidence included in the review and does not assess the risk of bias in the included studies.
While this review contributes to our understanding and provides some evidence about
interventions intended to impact financial knowledge, attitudes and behaviour, the degree to
which the findings are applicable to informing practice and policy are limited.
INTERVENTION
While definitions, terms, and practices vary across studies, for purposes of this review,
financial capability is defined as a consumer’s ability to apply financial knowledge and
perform desirable financial behaviors to achieve financial well-being” (Xiao & O’Neill,
2014). Studies eligible for this review will examine the effectiveness of interventions
designed to improve financial capability that use a combination of financial education or
information, and access to a financial product or service.
To meet the criteria for delivering financial education or information, interventions must
deliver information about; 1) a variety of general financial concepts and behaviours (such as
using a formal education curriculum that covers the time value of money and the importance
of keeping financial records); 2) information targeted to a specific financial topic (such as a
formal or informal one-time education session about savings or homeownership); 3)
information about a specific product (such as retirement savings accounts or savings
accounts that can be used for emergency savings); and/or 4) information about a specific
service, such as the value of post-purchase homeownership counselling to avoid foreclosure.
Financial education or information about a specific product or a specific company will also
meet the criteria, such as in the case when employer-based financial education is focused on
educating their employees about their retirement plan, and options for investing within their
plan.
To meet the criteria for access to a financial product or service, interventions must facilitate
access to a specific financial product or service, such as: 1) a child development account
(used for post-secondary education or training, or another type of asset purchased at age 18
or older); 2) access to a retirement account through an employer; 3) access to a “second
chance” checking account (for persons listed in a consumer reporting bureau after having
insufficient funds for a check; 4) access to a matched savings account (to pay debts to build
assets); 5) access to a financial service, such as debt or credit counselling; 6) access to a bank
account; and 7) access to specialized savings vehicle, such as Certificate of Deposit (CD).
Facilitating access includes linking participants to products or services that are tailored
6 The Campbell Collaboration | www.campbellcollaboration.org
toward the population of participants (such as financially vulnerable populations, or
employees eligible for employer-provided retirement benefits). The interventions could
facilitate access by signing participants up for the product or service (such as a savings
account), deliver service as part of the intervention (debt or credit counselling), and/or
provide on-going interpersonal support to make it possible for participants to maintain
access to a product or service.
We will include studies that use multi-component interventions as long as two of the
components are financial education or information and access to a financial product or
service. Studies that describe interventions that teach financial education only or financial
access only will be excluded from this review.
POPULATION
Financial and economic policies and practices can be quite different for developed compared
to undeveloped countries. Therefore, the focus of this review will be on financial capability
interventions in more developed countries. Studies must have been conducted in any of the
34 member countries of the Organisation for Economic Co-Operation and Development
(OECD).
OUTCOMES
Studies must report at least one of the following outcomes:
1. Behavior change (i.e., money management, record keeping, pay bills on time,
emergency savings, goal-directed savings, regular savings, have a budget, review credit
report)
2. Change in use to a financial product or service (i.e., have savings or checking
account, use direct deposit, use of Alternative Financial Services, retirement account, college
savings account, etc.)
Data will be extracted for all time points reported by the authors. We anticipate most studies
will report outcomes at post-test and will examine effects at post-test for all studies that
report post-test measures. There is less continuity across studies for measurement of follow-
up time points, ranging from 6 months to 5 years; therefore, we will extract data for follow-
up time points and make decisions about pooling studies by time point post-hoc depending
on the number of studies we have at various time points and the variation of time points
reported. We anticipate grouping time points by shorter-term (1-6 months post
intervention), moderate-term (7-15 months) and longer-term (16+ months) time points.
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STUDY DESIGNS
To be included in this review, studies must use either a randomized controlled trial (RCT) or
quasi-experimental (QED) research design.
Studies using single-group pre-post test design (SGPP) or single subject design (SSD) will be
excluded.
COMPATOR CONDITIONS
For RCT and QED studies, wait list control, no treatment, treatment-as-usual and alternative
treatment groups will be considered acceptable comparison groups. We will code and report
each study’s comparator condition and, if there are sufficient number of studies and we find
significant heterogeneity, the type of comparator condition will be examined as a moderator.
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Bagwell, S., Hestbaek, C., Harries, E., & Kail, A. (2014). Financial capability strategy for the
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Collins, J. M. & Urban, C. (2015). The role of information on retirement planning: Evidence
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10 The Campbell Collaboration | www.campbellcollaboration.org
REVIEW AUTHORS
Lead review author: The lead author is the person who develops and co-ordinates the
review team, discusses and assigns roles for individual members of the review team, liaises
with the editorial base and takes responsibility for the on-going updates of the review.
Name: Julie Birkenmaier, PhD
Title: Professor
Affiliation: Saint Louis University School of Social Work
Address: 3550 Lindell Blvd.
City, State, Province or County: St. Louis, MO
Postal Code: 63110
Country: USA
Phone: (314) 534-3950
Email: [email protected]
Co-author(s): (There should be at least one co-author)
Name: Brandy R. Maynard, PhD
Title: Assistant Professor
Affiliation: Saint Louis University School of Social Work
Address: 3550 Lindell Blvd.
City, State, Province or County: St. Louis, MO
Postal Code: 63110
Country: USA
Phone: (269) 876-8903
Email: [email protected]
Duplicate the Co-Author table as necessary to include all co-authors.
ROLES AND RESPONSIBILITIES
• Content: Julie Birkenmaier will be responsible for the substantive content related to
financial capability. Birkenmaier is a noted expert on financial capability as the author and
co-author of numerous publications on the topic, to include co-authoring of Financial
Capability and Asset Building in Vulnerable Households (under development, Oxford
University Press), and Financial Capability and Asset Development: Research, Education,
Policy and Practice (Oxford University Press).
11 The Campbell Collaboration | www.campbellcollaboration.org
• Systematic review methods: Brandy Maynard is a noted expert in systematic review
methods. Maynard has completed and published multiple systematic reviews/research
syntheses. In addition, Maynard has been trained in C2 methods and is actively involved in
C2- she has produced two Campbell reviews and is co-author on two additional reviews, is an
editorial board member of the ECG, is a C2 methods trainer, and has been elected as co-chair
of the social welfare group.
• Statistical analysis: Brandy Maynard will be primarily responsible for statistical
analysis and Birkenmaier will assist. While Birkenmaier and Maynard have been trained in
meta-analytic techniques, Maynard has conducted several meta-analyses.
• Information retrieval: Maynard will take primary responsibility for information
retrieval, and be assisted by Birkenmaier. Review authors may also enlist trained graduate
students or colleagues to assist in the search and data extraction process. They will also
consult with information retrieval specialists within Saint Louis University in the planning
and execution of the search strategy.
FUNDING
We have not received any financial support to conduct this review. Our application to C2 for
funding was rejected.
Timeline: The review will be completed within one year of the approval of the protocol.
POTENTIAL CONFLICTS OF INTEREST
The review team declares no potential conflicts of interest.
PRELIMINARY TIMEFRAME
Note, if the protocol or review are not submitted within 6 months and 18 months of title
registration, respectively, the review area is opened up for other authors.
• Date you plan to submit a draft protocol: 3 months after notification of the title registry.
• Date you plan to submit a draft review: Within 12 months from date of protocol
approval
AUTHOR DECLARATION
Authors’ responsibilities
By completing this form, you accept responsibility for preparing, maintaining, and updating
the review in accordance with Campbell Collaboration policy. The Coordinating Group will
provide as much support as possible to assist with the preparation of the review.
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A draft protocol must be submitted to the Coordinating Group within one year of title
acceptance. If drafts are not submitted before the agreed deadlines, or if we are unable to
contact you for an extended period, the Coordinating Group has the right to de-register the
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You accept responsibility for maintaining the review in light of new evidence, comments and
criticisms, and other developments, and updating the review every five years, when
substantial new evidence becomes available, or, if requested, transferring responsibility for
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Review authors accept responsibility for meeting any co-publication requirements.
I understand the commitment required to undertake a Campbell review, and
agree to publish in the Campbell Library. Signed on behalf of the authors:
Form completed by:
Julie Birkenmaier
Date:
May 12, 2016