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learn$ave Project: Final ReportTable 7.6Impacts on Self-employment (Percentage Points or Average) over the 54 Months, Micro-enterprise Stream Participants – AdjustedControlGroup Meanor IncidenceImpact ofMatched SavingCreditsImpact ofServices whenOffered withServices ∑CombinedImpact of Credits+ ServicesOverall Self-employment Incidence (%)0 self-employment jobs 58.2 -22.8*** 10.3* -12.6**1 self-employment job 29.9 18.8*** -7.8 11.1*2 or more self-employment jobs 12.0 4.0 -2.5 1.5Having any self-employment jobs since baseline 42.1 24.5*** -9.9* 14.6**Formally incorporated (%) 19.2 19.2*** -6.5 12.7**Income and Intensity of Self-employment JobsTotal income from self-employment jobs ($) 4,506 3,912** -2,716* 1,195Length of time on self-employment jobs (months) 25.0 6.0 -13.0*** -7.0Hours per week on self-employment jobs (hours) 7.2 7.2*** -4.6** 2.7Paid Staff in Self-employment JobsHaving paid staff (%) 8.4 1.3 -0.9 0.4Total payroll ($) 1,906 1,549 -2,391 -842Source: Calculations from 18-month, 40-month and 54-month survey data.Note: The sample sizes for the control, learn$ave-only and learn$ave-plus groups are 117, 150 and 157, respectively, for the 54-month survey.However, 18 cases were mistakenly skipped over the questions on self-employment, comprising 8 in the learn$ave group, 8 in thelearn$ave-plus group and 2 in the control group. These 18 cases were excluded from this table. Sample sizes vary for individual measuresbecause of missing values.Two-tailed t-tests were applied to impacts estimated by regression-adjusted differences in outcomes between research (program and control)groups.Statistical significance levels are indicated as * = 10 per cent; ** = 5 per cent; *** = 1 per cent.Rounding may cause slight discrepancies in sums and differences.∑The figures in this column show the extra impact of the financial management training and enhanced case management services whengiven to those eligible to receive matched credits. It does not represent the impact of those services alone for those not eligible to receive thematched saving credit; it represents the impact of the services when provided with the credits.In summaryThe results indicate that a major objective of thelearn$ave IDA — to encourage low-income people toparticipate in education and training — has been met. Itwould appear that the increased bank/learn$ave accountbalances and enhanced education attitudes observed inearlier reports have led to increased enrolment in educationand training. Most of the impact was derived fromthe matched credits, as the services did not play much ofan additional role in education impacts.This increased enrolment has taken place mostly inuniversity and college programs, not courses. This ispromising, as completion of PSE programs is more likelyto pay off in terms of improved labour market outcomesdown the road, than the completion of individual coursesat lower education levels.The impacts on education program enrolment werewidespread across socio-demographic subgroups butreveal some interesting differences. First, particularlyCanadian-born participants realized large gains asa result of learn$ave, enabling the former to closethe educational attainment gap with the immigrantpopulation. Second, large gains in participation wererecorded among those with no post-secondary educationcertification, which is good news as this group is the mostin need of skills upgrading and may end up benefitting themost. Large gains were also experienced by those with auniversity degree at baseline, suggesting learn$ave wasbeing used to upgrade prior education. Third, whether ornot one was a regular saver or future oriented at baselinedid not make much of difference to education enrolmentimpacts, but the fact that non-regular savers realizedgains suggests they can be induced to save for theireducation. Fourth, those who were working at baselinebenefited from the matched credits much more thanthose who were not working, suggesting this may be aprogram better suited to those who have a market sourceof income. Finally, the matched credits positively affectedparticipants’ education enrolment at the two lowestincome levels, suggesting that even those at the bottom ofthe income distribution can be induced to participate inadult education.Social Research and Demonstration Corporation Chapter 7 | 89