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1.
By applying a regression discontinuity design to national data of students at four-year colleges, this study identifies the average substitution effects of exogenously received increases of grant aid on hours of paid labor, earnings, and borrowing while in college. Results confirm students substitute grant aid for both paid labor and borrowing. An average increase of $1100 in grant aid reduces weekly job hours by 1.5–2 h per week for women, corresponding to a decline in annual earnings of $850, and reduces borrowing by an average of $300–$400 dollars among all students. We find limited evidence of grant aid's impact on academic outcomes. 相似文献
2.
《Journal of research on educational effectiveness》2013,6(3):283-306
ABSTRACTA college degree is often viewed as a key step toward better employment and higher earnings. Many community college students, however, never graduate and cannot reap the financial benefits associated with a college degree. Although existing research suggests that financial aid interventions can modestly improve students' short-term academic outcomes, there is little rigorous evidence on the critical question of whether such interventions improve graduation rates or employment outcomes. This study helps to fill that gap using a randomized controlled trial involving over 2,000 community college students in Ohio. It focuses on a student population composed predominantly of low-income mothers. The study includes four years of post-random assignment data to examine the long-term impact of a performance-based scholarship program—financial aid that is contingent on academic performance—on degree receipt, employment, and earnings. The findings provide evidence that the one-year program made a lasting impact on students' credit accumulation—still evident after four years—and decreased the time it took students to earn a degree, but the study does not provide evidence of impacts on employment outcomes. 相似文献
3.
Although a wealth of research has shown that financial aid reduces hurdles to college enrollment, much less is known about how students react to the common occurrence of losing aid midway through their college careers. Using longitudinal data on two cohorts of Tennessee public college students and regression discontinuity designs centered around merit-based HOPE scholarship renewal benchmarks, we find that losing one’s scholarship results in a small degree of detachment from college and a rise in earnings of about 14 cents per dollar of lost aid. We see no local impact, however, on timely degree completion, which implies that HOPE loss may have merely accelerated a small number of students’ migration out of college. It remains to be seen how students fare farther below the renewal threshold, or whether they are better off for having had the HOPE scholarship at all, albeit for a short time. 相似文献
4.
We study an intervention designed to overcome multiple hurdles faced by low-income, high-ability college students to determine if and how it affects students’ long-term outcomes. UT-Austin’s Longhorn Opportunity Scholars (LOS) program recruited at impoverished high schools and provided scholarships and enhanced support services to students who enrolled. We use administrative records for Texas public college students and find that LOS had large, positive effects on enrollment in and graduation from UT-Austin, masters’ degree enrollment, and earnings. In particular, our results suggest that high achieving college attendees who went to a targeted high school saw UT-Austin enrollment increase by 71% and earnings 12 years after high school increase by 4.6% (an 82% increase among attendees). A somewhat similar program at Texas A&M called the Century Scholars Program had no effect on enrollment, but other contemporaneous enrollment shifts limit our analysis of other outcomes. The LOS results suggest that well designed, targeted recruitment programs with adequate supports can improve long-run outcomes for low-income students. 相似文献
5.
Daniel R. Jones-White Peter M. Radcliffe Linda M. Lorenz Krista M. Soria 《Research in higher education》2014,55(4):329-350
While the literature on postsecondary student success identifies important academic and social factors associated with student outcomes, one question that persists concerns the influence of financial aid. We use the National Student Clearinghouse’s StudentTracker service to develop a more complete model of student success that accommodates opportunities for students to choose to either graduate from the university of first-entry, graduate from a transfer university, or depart from college without a degree. The multinomial regression model reveals differential effects of financial aid. Results suggest that loan aid appears to encourage students to search out alternative institutions or drop out of college entirely, and merit aid appears to increase the likelihood of students persisting and graduating from the university of first-entry. 相似文献
6.
近二十多年来,美国高校大学生绩优性资助发展迅速,但也引发了不少争论。本文主要对美国高校大学生绩优性资助的内涵、发展、相关争论及未来发展趋势进行探讨。 相似文献
7.
Thurston Domina 《Research in higher education》2014,55(1):1-26
Twenty-one US states currently offer some form of merit-based postsecondary financial aid, although the generosity and eligibility requirements of merit aid programs varies from state to state. This article uses nationally representative data from high school students in the early 1990s and the early 2000s to evaluate the relationship between the design of merit aid programs and their effects on student achievement and college trajectories. The findings suggest that programs that guarantee full tuition to recipients have greater effects on students’ high school course-taking and college choice than less generous programs. Further, I find provisional evidence to suggest that programs with relatively simple merit-based eligibility requirements are more effective than programs with more complex means-tested eligibility requirements. 相似文献
8.
Sarah Ovink Demetra Kalogrides Megan Nanney Patrick Delaney 《Research in higher education》2018,59(5):553-590
Recently, multiple studies have focused on the phenomenon of “undermatching”—when students attend a college for which they are overqualified, as measured by test scores and grades. The extant literature suggests that students who undermatch fail to maximize their potential. However, gaps remain in our knowledge about how student preferences—such as a desire to attend college close to home—influence differential rates of undermatching. Moreover, previous research has not directly tested whether and to what extent students who undermatch experience more negative post-college outcomes than otherwise similar students who attend “match” colleges. Using ELS:2002, we find that student preferences for low-cost, nearby colleges, particularly among low-income students, are associated with higher rates of undermatching even among students who are qualified to attend a “very selective” institution. However, this relationship is weakened when students live within 50 miles of a match college, demonstrating that proximity matters. Our results show that attending a selective postsecondary institution does influence post-college employment and earnings, with less positive results for students who undermatch as compared with peers who do not. Our findings demonstrate the importance of non-academic factors in shaping college decisions and post-college outcomes, particularly for low-income students. 相似文献
9.
高等教育对美国大学生就业的影响 总被引：1，自引：0，他引：1
本研究将大学教育的经济回报分析扩展到毕业后十年,进一步考察了大学教育对于学生毕业后第一个十年内失业可能性的影响。本研究还验证了大学质量对毕业生收入有积极影响,同时不同本科专业之间存在巨大差异。然而,这两个主要因素对毕业生失业可能性的影响却截然不同:一方面,高质量私立大学的毕业生虽然在各类型高校的毕业生中享有最高的平均收入,但其失业的可能性也最大;另一方面,较其他专业毕业生而言,就读于高需求专业如商学、医学等的毕业生,其失业可能性也较低。 相似文献
10.
The IRS Data Retrieval Tool, a financial aid simplification tool accessed by 7 million students (nearly 40% of FAFSA filers) a year, was suddenly removed during the middle of the 2017 application cycle. Exploiting variation in 1,600 institutional deadlines influencing the amount of time students lacked access to the tool, I find a null effect of its paperwork reduction properties on college access outcomes. Form simplification alone seems unlikely to have the same beneficial impacts as personal assistance in the college financial aid setting, calling into question the notion that small hassle costs by themselves meaningfully deter program take-up. 相似文献
11.
We examine the effect of same-race/same-nativity networks on the annual earnings and employment of college students using data from multiple cohorts of students entering a large public college system merged with state unemployment insurance records. We identify network effects from small changes in same-race/same-nativity shares across cohorts within college-majors. White native-born, Black native-born, and Black immigrant students who belong to cohorts with larger shares of same group peers experience higher earnings and employment in the 10 years after college entry. Benefits to Black immigrants are particularly large: a 1 standard deviation increase in the share of peers who are Black immigrants results in an approximate 2 percent increase in annual earnings. Among Hispanic immigrants, the effects of same-group peers on earnings and educational attainment are negative in the years immediately after college entry, while the effects on employment are large and positive. Hispanic native-born students do not receive earnings gains from a larger potential network. 相似文献
12.
While there is an extensive literature on intergenerational transmission of economic outcomes (education, health and income for example), many of the pathways through which these outcomes are transmitted are not as well understood. We address this deficit by analysing the relationship between socio-economic status and child outcomes in university, based on a rich and unique dataset of university students. While large socio-economic differences in academic performance exist at the point of entry into university, these differences are substantially narrowed during the period of study. Importantly, the differences across socio-economic backgrounds in university grade attainment for female students is explained by intermediating variables such as personality, risk attitudes and time preferences, and subject/college choices. However, for male students, we explain less than half of the socio-economic gradient through these same pathways. Despite the weakening socio-economic effect in grade attainment, a key finding is that large socio-economic differentials in the earnings expectations of university students persist, even when controlling for grades in addition to our rich set of controls. Our findings pose a sizable challenge for policy in this area as they suggest that equalising educational outcomes may not translate into equal labour market outcomes. 相似文献
13.
Latinos have become the largest minority group in American postsecondary education, a majority of whom attend two- or four-year Hispanic-Serving Institutions (HSIs). However, little is known about labor market outcomes as result of attending these institutions. Using a unique student-level administrative database in Texas, and accounting for college selectivity, we examine whether attending an HSI influences labor market outcomes ten years after high school graduation for Latino students in Texas. We find no difference in the earnings of Hispanic graduates from HSIs and non-HSIs. This analysis represents one of the first to examine the labor market outcomes for Latino students in this sector of education accounting for critical factors that include a student’s high school and community context. 相似文献
14.
Claude Montmarquette Kathy Cannings Sophie Mahseredjian 《Economics of Education Review》2002,21(6):112
Previous studies on the determinants of the choice of college major have assumed a constant probability of success across majors or a constant earnings stream across majors. Our model disregards these two restrictive assumptions in computing an idiosyncratic expected earnings variable to explain the probability that a student will choose a specific major among four choices of concentrations. The construction of an expected earnings variable requires information on the student's perceived probability of success, the predicted earnings of graduates in all majors and the student's expected earnings if he (she) fails to complete a college program. Using data from the National Longitudinal Survey of Youth, we evaluate the chances of success in all majors for all the individuals in the sample. Second, the individuals' predicted earnings of graduates in all majors are obtained using Rumberger and Thomas's [Econ. Educ. Rev. 12 (1993) 1] regression estimates from a 1987 Survey of Recent College Graduates. Third, we obtain idiosyncratic estimates of earnings alternative of not attending college or by dropping out with a condition derived from our college major decision-making model applied to our sample of college students. Finally, with a mixed multinomial logit and probit models and an heteroscedastic extreme value model, we explain the individuals' choice of a major. The results of the paper show that the expected earnings variable is essential in the choice of a college major. There are, however, significant differences in the impact of expected earnings by gender and race. 相似文献
15.
高校贫困生精准资助即对贫困生有条件的激励性资助,秉承公平、正义、人本的宗旨。公平侧重对贫困生的外部帮扶,正义强调发挥贫困生的主体作用,最终落脚于贫困生发展的人本要求。以发展为激励条件的贫困生资助兼具慈善性和教育性,体现救济与促进贫困生发展相结合的资助原则,要求贫困生获得资助的权利和以发展回馈资助的责任对等,要求学校实行受助贫困生发展考核和分类管理。实施保障与激励相融通的资助策略,采用以"贫困"谋资助到以资助谋发展再到以发展谋资助的实施方式,确保高校贫困生通过接受资助既能脱贫更能发展。 相似文献
16.
We examine the degree to which measures of student tastes and motivations are associated with the outcomes of three important higher education decisions and subsequent annual earnings. Within a sample of nearly 9000 students from the Baccalaureate and Beyond, we find that these measures are correlated with college type, college major, and highest postgraduate degree earned in generally predictable ways. For instance, students claiming it important to be well-off financially are significantly more likely to attend top public universities and major in Business or Engineering while students claiming it important to live near family are significantly less likely to attend top quality private institutions and significantly more likely to major in education. 相似文献
17.
Policymakers increasingly seek to inform students about the expected economic returns to different college majors. Less attention has been given to the earnings risk of major choice. In this paper, we use an experiment to study the impact of an information intervention by providing individuals with data that show the earnings risk of a major choice. Our intervention allows us to compare earnings risk and major preferences among a group who is informed about earnings risk compared to a group not given information about risk. Our results show that individuals who see information about earnings risk form different earnings risk estimates and preferences over majors than individuals who see median earnings only. These differences show the negative consequences of making academic major decisions when holding incorrect estimates of earnings risk, and suggest the value of including earnings risk in tools such as college scorecards to inform students. 相似文献
18.
J. Paul Grayson 《高等教育研究与发展》2008,27(3):215-230
Most studies of international students have focused on their adaptation to host societies. By way of contrast, this article deals with the academic and social experiences of international and domestic students in four Canadian universities and, consistent with the ‘college impact model’, examines the relationship between experiences and objectively measured and self‐assessed outcomes. In general, it is found that international students are as involved in campus activities as domestic students; however, they lack particularly the academic support enjoyed by domestic students. Moreover, the scores of international students on both objectively measured and self‐assessed outcomes are lower than those of domestic students. Regression analyses reveal that the amounts of variance in outcomes explained by variables in the college impact model are lower for international than for domestic students. For both groups of students, however, academic experiences explain more of the variance in self‐assessed than in objectively measured outcomes. In addition to variables in the college impact model, value is added to various outcomes by mere attendance at particular universities. 相似文献
19.
The purpose of this study was to improve our understanding of the association between major field of study in college and
early career earnings among a sample of academically accomplished minority students. Results demonstrate the economic benefits
minority students experience from majoring in a Science, Technology, Engineering and Math field during college, and highlight
the importance of gaining employment in a closely related field in order to secure those benefits. The results also illustrate
the need to carefully account for self-selection when estimating the earnings premiums in relation to educational experiences
during college. Implications for policy and research are discussed. 相似文献
20.
This study aims to understand the role of financial aid in college success of two-year beginning nontraditional students. By applying discrete time event history models with propensity score covariate adjustment to a nationally representative sample from BPS: 04/09, this study answers research questions centering around the effects of Pell Grants, subsidized student loans and unsubsidized student loans on six-year college outcomes of nontraditional students (i.e. degree attainment, system departure, and continuous enrollment without a degree). The results of this study suggest that these nontraditional students were most likely to drop out in the third college year and that all three types of financial aid appeared effective for reducing dropout risks, but not for encouraging timely degree completion. These findings have significant implications for policy and practice including the necessity for considering the complexity of nontraditional student pathways, backgrounds and unique needs when designing and implementing financial aid policy. The findings also contribute to discussions on ways to fund nontraditional students and provide recommendations for institutions serving large populations of nontraditional students to promote persistence to graduation. 相似文献