Assessing Economic Education Reform in Urban Co-ops: A Case Study

Thesis Abstract

Urban cooperative housing markets increasingly integrate economic education to empower residents and sustain cooperative governance, yet formal evaluation of reform impact within such settings remains scarce. This study addresses the gap by assessing the effectiveness of economic education reform in urban co-ops, focusing on how curriculum changes, participatory pedagogy, and financial literacy initiatives influence residents’ economic decision-making, cooperative participation, and financial resilience. The aim is to determine whether reform enhances economic literacy, reduces misallocation of shared resources, strengthens collective action, and improves socio-economic outcomes for members. Specific objectives include (1) evaluating changes in financial literacy and economic understanding using standardized instruments; (2) examining shifts in cooperative governance participation and decision quality; (3) identifying facilitators and barriers to sustainable implementation of economic education within urban co-ops; (4) analyzing the relationship between literacy gains and economic performance indicators such as budgeting accuracy, savings rates, and debt management; and (5) proposing a scalable framework for economic education reform applicable to similar urban cooperatives. The study adopts a mixed-methods design anchored in realist evaluation to capture context-mechanism-outcome interactions. The population comprises residents and management committees from 12 urban co-ops across three metropolitan districts with established but varied education reforms. A stratified random sample yields 360 adult residents (30 per co-op) for quantitative assessment, supplemented by 36 in-depth interviews with cooperative leaders, educators, and program coordinators. Data collection instruments include a validated economic literacy test, a knowledge-attitudes-behavior survey, governance participation metrics, and financial performance records sourced from cooperative financial statements for the preceding two years. Qualitative data are generated through semi-structured interviews and focus groups, complemented by document analysis of training materials and meeting minutes. Instrument validity is established through pilot testing with 40 participants and expert review by a panel of economics education scholars and cooperative governance practitioners; reliability is assessed via Cronbach’s alpha and test-retest procedures. Quantitative analysis employs descriptive statistics, paired t-tests to measure pre- and post-reform changes, and hierarchical linear modeling to account for clustering at the co-op level. Multivariate regression analyzes the association between literacy gains and financial performance, controlling for demographic covariates and baseline literacy. Thematic analysis of qualitative data follows Braun and Clarke’s framework, with coding conducted by two independent researchers and triangulated against quantitative results. A quasi-experimental design, using matched comparison co-ops without reform, strengthens causal inferences. The study also applies the Theory of Planned Behavior to interpret changes in participation and financial behaviors, and Social Cognitive Theory to contextualize learning within social–environmental factors. Expected findings indicate modest-to-substantial improvements in economic literacy scores (mean increase of 12–18 percentage points), higher quality governance decisions (measured by decision timeliness and accuracy), and improved financial metrics (budget variance reduced by 15–25%, savings growth of 8–12%). The analysis is likely to reveal that active, community-led pedagogy, ongoing mentorship, and accessible learning materials mediate positive outcomes, while resource constraints and leadership turnover dampen effects. The study contributes to knowledge by articulating a context-sensitive framework that links educational reform to governance and financial performance within urban co-ops, integrating theories of planned behavior and social cognitive theory to explain behavioral change in a community resource setting. It also advances methodological practice by combining quasi-experimental design with robust qualitative insights in a real-world cooperative context. Based on findings, the study recommends a scalable model of economic education reform for urban co-ops that emphasizes phased curriculum development, facilitator training, policy alignment with cooperative bylaws, and continuous monitoring of literacy and governance outcomes. It also suggests policy and practice implications for urban housing authorities, cooperative federations, and nonprofit education providers seeking to institutionalize economic education as a core governance instrument, and outlines areas for further research, including long-term impact assessment and cross-city comparative studies.