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learn$ave Project: Final Reportother outcomes. Separate survey research on financialliteracy finds that, while levels of financial literacy arevery low overall, adults with low incomes and even thosewith low literacy may still match or even out-performhigh-income adults on some elements of financial managementsuch as keeping track of income and expenses(Atkinson, 2007; Atkinson, McKay, Kempson, and Collard,2006), likely because their lack of income forces themto. This finding calls into question the traditional IDAprogram requirement of financial management training,or at least suggests that the need for increases in financialliteracy may be as great or greater among higher-incomeindividuals outside IDA programs. Other research suggeststhat financial education, such as the kind offeredin IDA programs, may increase financial knowledge andcontribute to improvements in financial behaviour oractions but other factors can also come into play (Hilgert,Hogarth, and Beverly, 2003).of financial management training, case management, andprogram parameters in that activity; Chapter 6 presentsimpacts on budgeting, total savings, assets, debts, networth, and hardship; and Chapter 7 looks at educationand labour market impacts. Chapter 8 includes a costeffectivenessanalysis of the program. Chapter 9 drawskey policy lessons and insights gathered through all thestudy phases.While the above research is informative, it raises morequestions than it answers about IDAs. Without furtherand rigorous research like the learn$ave demonstration,there is insufficient evidence on the utility of IDAs (orrelated savings instruments) for reaching certain socialpolicy goals, including encouraging adult educationand training. The learn$ave project is unique in at leastthree ways. First, it is one of only two rigorous researchprojects on this type of matched savings instruments, theother one being the ADD controlled IDA experiment atTulsa referred to previously. Second, it is a demonstrationof the IDA model in a mainly adult learning context,whereas most other IDAs have other purposes in additionto adult PSE, if PSE as a use for the credits was permittedat all. Third, it is distinguished by its rigorous test of theseparate additional impact of financial literacy trainingand enhanced case management services on top of theincentives, whereas past projects can measure only thecombined effect of the incentives and services whendelivered as a package. As such, learn$ave can uniquelyinform policy-makers in Canada and abroad aboutthe potential for IDAs as a social policy instrument topromote participation in adult learning and education.Outline of this reportThe rest of this report presents the description of thelearn$ave program design and its operations (Chapter2), followed by a description of the research questionsand the methodology used to address them (Chapter 3).Findings from the demonstration project are reported insubsequent chapters: Chapter 4 reviews lessons learnedfrom the program implementation of learn$ave andexamines the role of community-based non-profit organizationsin the delivery of learn$ave; Chapter 5 presentssaving and cash-out activity on IDAs accounts and the roleSocial Research and Demonstration Corporation Chapter 1 | 7