The ABC Data Exchange
Education and Development
Having higher education credentials generally allows for access to higher income jobs, which promotes asset building.
Lower-education jobs tend to be more volatile in times of recession and economic uncertainty such as the 2008 economic recession and COVID-19 pandemic.
The measure on this page highlight attainment of a post-secondary degree — an Associate’s Degree or higher.
Literature Review Highlights
Higher family assets are associated with both college attendance and college graduation of children within the family, even when controlling for parents’ income. Along these same lines, assets are associated with parents’ educational expectations of their children. There is a positive relationship between assets and parental education expectations, even when controlling for income. High-asset families had higher expectations for their children. 
Higher family liquid assets (stocks and bonds) are associated with higher school-aged children math and reading scores, even when controlling for income. The authors, “speculate that this maybe partly due to a stronger future orientation or the financial savvy of parents who invest in these kinds of assets.” In this study, higher assets was also associated – albeit weakly – with higher cognitive development of school-aged children. 
Families with more assets can make bequests to children, increasing social mobility. 
Reviewing the literature, Grinstein-Weiss et al. note the following ways that assets impact children:
- Provide cushions to families, lessening the impact of hardship or distress;
- Reduce parental stress, which could manifest itself on children;
- Help parents invest in children’s educational and occupational opportunities.
- Change children’s attitudes and expectations of themselves. 
Literature Review References
 Zhan, M., & Sherraden, M. (2003). Assets, expectations, and children’s educational achievement in female-headed households. Social Service Review, 77(2), 191-211. Shanks, T. R. W., & Destin, M. (2009). Parental expectations and educational outcomes for young African American adults: Do household assets matter?. Race and Social Problems, 1(1), 27-35. Conley, D. (2001). Capital for college: Parental assets and postsecondary schooling. Sociology of Education, 59-72.
 Yeung, W. J., & Conley, D. (2008). Black–white achievement gap and family wealth. Child Development, 79(2), 303-324.
 Lerman, R. I., & McKernan, S. M. (2008). The effects of holding assets on social and economic outcomes of families: A review of theory and evidence. The Urban Institute, November.
 Grinstein-Weiss, M., Shanks, T. R. W., & Beverly, S. G. (2014). Family assets and child outcomes: Evidence and directions. The Future of Children, 147-170.
The percentage of adults with an Associate’s Degree or higher increased from 2009-2019.
Black, Hispanic/Latino, and older adults had lower levels of educational attainment.
Education plays a significant role in social mobility, the prevention of poverty, the ability for people to avoid the conditions of poverty, and the reduction of crime rates [1-4]. Graduating from college significantly increases the likelihood of an individual’s economic success [3-6].
Post-secondary education — education attained after high school — plays an important role in upward mobility . This includes but is not limited to college and university. This measure describes the percentage of the population, 25-years-old and older, with at least an Associate’s degree.
While it is recognized that certificate programs are also important to a community, the data for such information is not currently available for analysis. View data notes for this measure.
Residents with a Bachelor’s Degree or Higher (Forsyth County, 2019)
Use the dropdown menu below to view data on different groups.
There was an increase in adults with an Associate’s Degree or higher 2009-2019.
The percentage of adults 25 and older with an Associate’s Degree or higher went from about 31% in 2009 to about 42% in 2019.
Forsyth County had lower levels of educational attainment than Durham and Guilford Counties.
In 2019, about 42% of Forsyth County adults had an Associate’s Degree or higher compared to 47% and 58% in Guildford and Durham counties, respectively.
Residents with higher income had higher rates of educational attainment.
In 2019, about 65% of adults in households with over $100,000 in income had an Associate’s Degree or higher compared to 24% of adults in households with an income of $20,001-40,000.
Older adults had lower levels of educational attainment compared to adults between the ages of 35 and 64.
Major disparities were present by race/ethnicity.
In 2019, White adults had the highest rate of Associate’s Degree or higher at about 49% compared to 30% of Black adults and 19% of Hispanic/Latino(a) adults.
- Haskins, R. (2011). Fighting poverty the American way. Anti-Poverty Programs in a Global Perspective: Lessons from Rich and Poor Countries, Social Science Research Center, Berlin, [Record of a Symposium]. June 20-21, 2011. Berlin, Germany. Retrieved from https://www.brookings.edu/wp-content/uploads/2016/06/0620_fighting_poverty_haskins.pdf
- Acs, G. (2011). Downward mobility from the middle class: Waking up from the American dream. Retrieved from http://www.pewtrusts.org/~/media/legacy/uploadedfiles/pcs_assets/2011/middleclassreportpdf.pdf?la=en
- Furchtgott-Roth, D., Jacobson, L., & Mokher, C. (2009). Strengthening community colleges’ influence on economic mobility. Retrieved from http://www.frbsf.org/economic-research/files/Jacobson.pdf
- Sharkey, P., Bryan, G. (2013). Mobility and the metropolis: How communities factor into economic mobility. Retrieved from http://www.pewtrusts.org/~/media/legacy/uploadedfiles/pcs_assets/2013/mobilityandthemetropolispdf.pdf
- Ross, C., & Wu, C. (1995). The links between education and health. American Sociological Review, 60(5), 719-745. Retrieved from http://www.jstor.org/stable/2096319
- Lochner, L. (2007). Education and crime. Retrieved from http://economics.uwo.ca/people/lochner_docs/educationpolicycrime_nov12.pdf
- 2009-2019 American Community Survey, 1-Year Public Use Microdata Samples. U.S. Census Bureau, 2020.
About the ABC Data Exchange
Welcome to the ABC Data Exchange (ABCDE), part of the Asset Building Coalition's website. This resource is made up of six interconnected web pages which, together, offer in-depth data and context on the issue of Asset Poverty in Forsyth County, North Carolina.
The landing page of the ABCDE introduces the issue of Asset Poverty, and the impact it has on individuals and families in our community. Five additional, topic-specific data deep dive pages offer a broader range of data and contextual information.
The Asset Building Coalition's purpose and goals in producing this web-based resource are to:
- Build a hub of local information on financial wellbeing and asset poverty to be used as a tool for community stakeholders.
- Educate and raise awareness locally about asset poverty, its upstream causes, and the effects it has on individuals and our community overall.
- Highlight key issues, challenges, and disparities among core measures of asset poverty to catalyze local conversations about innovative and equitable solutions.
The Asset Building Coalition has produced this content in partnership with Forsyth Futures, a registered 501(c)(3) organization that provides action-oriented data analysis and reporting services to organizations within Forsyth County. If you have questions about this content, please contact email@example.com.
The Impact of COVID-19
In 2020 and 2021, the COVID-19 pandemic dramatically reshaped how our community functions and it disrupted many aspects of our day-to-day lives. Many people experienced impacts to health and safety, increased stress, and many lost some or all of their ability to earn income. These and many other impacts on our community have tested our resolve, impacted our well being, and almost certainly changed the circumstances around our financial wellbeing in ways we don’t yet understand.
All of the data contained in this web-based informational resource is pre-pandemic; for more specific information, view the data notes that are available for each measure. These measures will be updated with 2020 data in late 2021, once that data becomes available.
If you have questions about the data contained in this informational resource, please contact firstname.lastname@example.org.