Full report. - Social Research and Demonstration Corp

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learn$ave Project: Final Reporta measure of poverty tied to community and householdsize. At the experimental sites, this limit translated toabout $36,000 for a household of three in Toronto andVancouver at the time of recruitment, and to $31,000 inHalifax. This threshold was considered high enough toinclude families with sufficient income to save withoutserious hardship. In Winnipeg, household income had tobe less than the LICO and two-thirds of participants hadto be earning less than 60 per cent of the LICO, reflectingthe clientele the local agency expected to recruit into theproject (Kingwell et al., 2005).Given that there is considerable annual mobility withinthe low-income population in Canada (see for exampleFinnie, 2000), the income threshold was applied to theyear of application and to the previous calendar year. Thiscriterion effectively excluded those whose income hadonly temporarily fallen.Household income, rather than individual income,determined eligibility for learn$ave, consistent withmost income-tested programs (e.g., income tax credits,income assistance, student loans and daycare subsidies).Generally, household members pool financial resourcesto meet household costs. An individual may have alow-income job but have access to considerable fundsin relatively wealthy households. Examining householdincome, therefore, reduces the likelihood of low-incomeindividuals in otherwise wealthy households enteringa program such as this that is geared to those in truepoverty. Household members were limited to thoserelated by kinship or marriage, consistent with StatisticsCanada’s definition of “economic family.”Newcomers to Canada who had immigrated in theyear prior to application or the year of applicationwere assessed using a special formula that took intoconsideration “world income” as well as funds broughtinto Canada at the point of entry and funds transferredfrom overseas between the time of arrival and the dateof application completion. Newcomers with combinedincome and liquid assets of less than 120 per cent ofLICO plus $3,000 in the year of and prior to applicationwere eligible. For further description of this formula, seeKingwell et al. (2005, p. 48–50).• Liquid assets: The reported value of household liquidassets (e.g., deposit accounts, Guaranteed IncomeCertificates, Registered Retirement Savings Plans andtrust funds) could not exceed the lesser of $3,000 or10 per cent of annual household income. The limit wasintended to exclude those who had already access to aCut-offs for 2005 and Low Income Measures for 2004.” http://www.statcan.gc.ca/pub/75f0002m/75f0002m2006004-eng.pdf.pool of fungible capital that could otherwise be usedfor the same purposes as learn$ave and to limit thepossibility of participants simply shifting capital into alearn$ave account to benefit from a higher rate of return. 3• Home: On the basis that housing equity forms the largestpool of capital against which homeowners can borrow atreduced costs, the value of the household’s home couldnot exceed the median value of homes in the area.• Age: Applicants had to be of working age (21–65 years),since the primary focus of the demonstration was adultlearning and small business development. Applicants18–20 years of age had to be out of school for at least twoyears. This approach is consistent with other programstargeted to mature students who are re-entering formaleducation, rather than continuing current educationalplans.• Educational enrolment: Applicants could not be full-timestudents at the time of application, i.e., carrying at least60 per cent of a full course load, as per the definitionused by the Canada Student Loans Program and mostprovincial and territorial loans. Again, the objective wasto target the project to those who were out of the formaleducation system. Full-time students were deemed tohave already found a way to finance their education andtherefore not truly in need of learn$ave.Part-time students were eligible for the project on thebasis that they could still be expected to use the benefitsfrom learn$ave to increase their participation in adultlearning by moving toward more intensive full-timestudies.• Residence: Applicants had to be residing within therecruitment boundaries of a learn$ave site (althoughthey could have moved later). This criterion was largelyto facilitate the delivery of the services of the projectincluding any liaison with participating financialinstitutions, financial management training and casemanagement services. Given the relatively small andcommunity-based nature of the delivery agencies, itmay have been challenging to offer consistent levelsof service to clients living at greater distances. In boththe Vancouver and Toronto experimental sites, therecruitment boundaries included very large metropolitanareas. In the Digby-Annapolis and Grey-Bruce sites, therecruitment included large, rural and more sparselypopulated areas.3 Some participants who were admitted into the project did hold larger assets but in theseinstances the capital was deemed to be held in a locked-in account (usually a trust fund orlocked-in retirement account) that could not have been accessed during the course of theproject.10 | Chapter 2 Social Research and Demonstration Corporation
learn$ave Project: Final ReportTable 2.1Sitelearn$ave Program Saving Parameters 1 , by SiteIncomeEligibilityMatchRateMatchCapMaximumSaving PeriodOther Unique FeaturesExperimental SitesHalifax, NS
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