Session One Q&A

May 9, 2014

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Welcome

   James Bullard, Federal Reserve Bank of St. Louis (5:54)

Keynote Address

- Introduction
   Ray Boshara, Federal Reserve Bank of St. Louis (4:05)

- Keynote Address
   Neil Howe, Founding Partner and President, LifeCourse Associates and President, Saeculum Research (36:03)

   Keynote Q&A (11:04)

   Extended Interview with Keynote Speaker Neil Howe (28:43)

Plenary One — A Micro and Macro Look at Younger Americans' Balance Sheets

- The State of the Balance Sheets of Younger Americans
   Lisa Dettling, Board of Governors, Federal Reserve System (14:25)

- Links Between Younger Americans’ Balance Sheets and Economic Growth
   William Emmons, Federal Reserve Bank of St. Louis (21:40)

- Discussant:
   Steve Fazzari, Washington University in St. Louis (18:14)

   Plenary One Q&A (15:06)

Plenary Two — Student Loans

- Student Loans and the Economic Activity of Young Consumers
   Meta Brown, Federal Reserve Bank of New York (21:12)

- Does Parents’ College Savings Reduce College Debt?
   Melinda Lewis, University of Kansas (18:11)

- Discussant:
   Alex Monge-Naranjo, Federal Reserve Bank of St. Louis (19:01)

   Plenary Two Q&A (18:22)

Welcome

   Michael Sherraden, Washington University in St. Louis (2:52)

   Clint Zweifel, Missouri State Treasurer (6:26)

   Tishaura Jones, City of St. Louis Treasurer (6:14)

Concurrent Session I

- Moderator:
   Julie Birkenmaier, Saint Louis University (4:36)

- Toward Healthy Balance Sheets: The Role of Savings Accounts for Young Adults’ Asset Diversification and Accumulation
   Terri Friedline, University of Kansas (22:23)

- Financial Decisions of Young Households During the Great Recession: An Examination of the SCF 2007-09 Panel
   Wenhua Di, Federal Reserve Bank of Dallas (19:00)

- Discussant:
   John Sabelhaus, Board of Governors, Federal Reserve System (14:38)

   Session One Panel Response (6:57)

now playing  Session One Q&A (5:41)

Concurrent Session II

- Impacts of Child Development Accounts on Change in Parental Educational Expectations: Evidence from a Statewide Social Experiment
   Michael Sherraden, Washington University in St. Louis (13:09)

- Trends and Patterns in the Asset Holdings of Young Households
   Ellen A. Merry, Board of Governors, Federal Reserve System (15:19)

- Discussant:
   Trina Williams Shanks, University of Michigan (7:06)

   Session Two Q&A (28:58)

Plenary Three — Homeownership

- Moderator:
   Todd Swanstrom, University of Missouri–St. Louis (5:54)

- Homeownership and Wealth Among Low-Income Young Adults: Evidence from the Community Advantage Program
   Blair Russell, Washington University in St. Louis (15:57)

- Aggregate and Distributional Dynamics of Consumer Credit in the U.S.
   Don Schlagenhauf, Federal Reserve Bank of St. Louis (21:53)

- Discussant:
   John Duca, Federal Reserve Bank of Dallas (13:59)

   Plenary Three Panel Response (6:40)

   Plenary Three Q&A (8:46)

Plenary Four — Economic Mobility

- Moderator:
   Jason Purnell, Washington University in St. Louis (2:00)

- The Balance Sheets and Economic Mobility of Generation X
   Diana Elliott, Pew Charitable Trusts (17:58)

- Coming of Age in the Early 1970s vs. the Early 1990s: Differences in Wealth Accumulation of Young Households in the United States, and Implications for Economic Mobility
   Daniel Cooper, Federal Reserve Bank of Boston (17:11)

- Discussant:
   Bhashkar Mazumder, Federal Reserve Bank of Chicago (16:15)

   Plenary Four Panel Response (3:14)

   Plenary Four Q&A (19:02)

Closing Reflections: From Research to Policy

   Michael Sherraden, Washington University in St. Louis (15:59)

   Ray Boshara, Federal Reserve Bank of St. Louis (9:30)

Thank You / Adjourn

   Julie Stackhouse, Federal Reserve Bank of St. Louis (5:59)


Transcript

Below is a full transcript of this video presentation. It has not been edited or reviewed for accuracy or readability.

Julie Birkenmaier: All right. Well, thank you so much. We are now open for questions. Please, please.

John Duca: I have a question for Wenhua.

Julie Birkenmaier: And please introduce yourself.

John Duca: Hi, I’m John Duca, Dallas Fed. Quick question for Wenhua and this relates to liquid assets. I’ve been impoverished, in terms of liquid assets, my entire adult career. Part of it is I work at the Fed. But in all seriousness, some people use credit lines, unused credit lines as a backup source of liquidity and it might be interesting to segregate–to see if we can pull that data out of the SCF because those without liquid accounts and without credit lines, they really are–their backs, literally, are up against the wall. And the other thing to consider is a lot of young adults are living with their folks. Co-residence rates have risen a lot. We call that purgatory. But, their finances, to some extent, are blended with their folks in a certain sense is family insurance and they may behave differently than some of the other parts to your sample. These two suggestions, I think, would only help you sharpen your estimates.

Wenhua Di: Great suggestion. Thank you very much. We actually heard a paper about, you know, young folks going back to live with their parents and then it is an issue we’re going to look into and see whether we can’t identify to what extent in the SCF we’ll be able to identify those folks and how that really tell us about the options they have. Thank you, John.

Julie Birkenmaier: I think we have time for one more question, two more questions. In the back?

Greg Housel: Greg Housel with the FDIC, Kansas City. I’m interested in the optimal rate for savings account. I was teaching the other day for Teach Children to Save for the Fed and I went to multiple schools, low income area multiple schools and middle and upper income areas. I was teaching first grade in the middle and upper income areas to multiple classes. Almost every child had a bank account, savings account, almost every one. I go to third classes in the low income areas and almost no one had a bank account. And well, so I’d say the base size was 300 children. So, there actually was–you know, this wasn’t one or two classes. And so, my question is when we’re opening this and we’re establishing savings’ patterns with youth, what do you think the optimal age is?

Terri Friedline: Hello. So–and I’ll explain from my biased perspective as, you know, someone who has grown up under the good work of Michael Sherraden and the colleagues at Center for Social Development and along with the proposal to automatically and universally open those accounts at birth. I think the ideal age in which a young person can interact with that savings account is actually much earlier than we often think about. So, by the time a child is age 5, they already know–they’ve already bought into our social norm that saving is a good thing. They know how to count numbers. They know that that savings account and saving for college–they know that college is expensive already at 5 and so they–and they know that the savings account can be a potential strategy for helping them get theirs–is a way, generally, that–you know, they know that money is important for college, for paying bills, and that–and the savings account is a place where you put money. And so, kids make some of these very kind of beginning and nascent connections between saving and the future. And I think that that is a time that we should consider leveraging more. I think that young adulthood is really much too late to start thinking about how we connect people, generally, to the financial mainstream. So, I’ll stop there I think.

Female: Yeah. I would chime in with Terri on that. I just share with you guys a little story. I did this project and I was actually calling on a lot of bankers who were offering school-based bank branches. Right? They were offering children’s savings accounts basically. And what’s striking to me that I would say 9 out of 10 bankers that I talked to, the reason that they had these savings accounts for their K through 12 students was because they recalled when they were that age what it meant for them to have that little passbook and that instilling of the savings and what that can do whether–you know, the tradeoffs that come from that. So, I think, like, the sooner the better in life if you can and the certain K through 12 has long standing positive impacts I think by my few observation.

Julie Birkenmaier: All right. Unfortunately, I believe we are out of time, but please join me in thanking our panel and discussants. [Unintelligible at 00:05:31].

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