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learn$ave Project: Final Reportchapter in Table 5.4. The evidence suggests a typology offive different low-income IDA users. These may or maynot be consistent outside of the learn$ave context butwe have, as yet, no available data to verify this. Futureresearch on low-income savers, both in IDAs and inrelated account-based mechanisms, may confirm ourproposed typology above.Some observations are worth making before turningto the next section of this chapter: First, while the overalluse of matched credits among participants was high as anaggregate (about two-thirds used credits at least once), itwas almost certainly pulled upwards by a small group ofparticipants who saved the most, earned the most creditsand cashed out the most credits during the project.However, using the aggregate measure alone concealsthe non-negligible number of participants who earnedmatched credits but then abandoned at least some ofthe credits to which they were entitled. A non-negligibleproportion of participants who had accumulated matchedcredits did not use even $1 in matched credits whenthe time came to cash out — 32.9 per cent of allparticipants did not use any credits. Certainly, this riskfell as participant savings rose, consistent with the ideaof stakeholding that is a key part of the asset-buildingmodel that informed learn$ave. However, the combinedtrends of less than full use and also zero use of earnedcredits and the pattern of using no credits at all suggeststhat some learn$ave participants may have faced certainbarriers during the part of the program period (month12 to month 48) when they were expected to investtheir savings in eligible project goals. While motivationand then current circumstances may have supportedthe idea of saving and investing in adult learning whenparticipants enrolled in learn$ave, changes in employment,health, family, income or other conditions may haveforced a re-evaluation of the learn$ave goals.The role of ancillary services: Experimental resultsDuring the saving period (months 0–36) participants inthe learn$ave-plus group were expected to take part in15 hours of financial management training (FMT) andparticipants in this group had access to case managementservices through to the end of the cash-out or investmentperiod (up to month 48). Some case management wasalso made available to learn$ave-only participants, includingaccount and project information, updates, remindersand help with the cash-out process. However, learn$aveplusparticipants were offered a more intensive level ofcase management services including referrals to othercommunity programs and services and a more proactiveapproach to providing account and project updatesand reminders. The design of learn$ave suggested thatparticipants in the learn$ave-plus group who received theAverage Proportion of Credits UsedProportion Not Using Any CreditsFigure 5.10 Matched Credits Used and Unused, by Peak SavingsAmount, Program Group Participants100%80%60%40%20%0%100%80%60%40%20%0%Source:Note:(a) Average Proportion of Matched Credits Used,by Peak Savings1$120 to$999.99$1,000 to$1,483.33Maximum*after month 18Maximum*before month 18(b) Proportion of Eligible Participants who Did NotUse Any Matched Credits, by Peak Savings1$120 to$999.991Strugglingsavers22$1,000 to$1,483.332Moderatesavers3Determindedsavers4EarlysaversParticipant Management Information System.Sample size: 2,388 program group participants.* Savings of more than $1,483.33 were considered asthe maximum.33Maximum*after month 1844Maximum*before month 18Figure 5.1Social Research and Demonstration Corporation Chapter 5 | 59