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1.
Josipa Roksa 《Research in higher education》2010,51(1):1-20
Growing accountability pressures, accompanied by a lack of readily accessible measures of institutional performance, have
led to an increasing focus on graduation rates. Although previous research has illuminated myriad factors influencing students’
likelihood of educational success, it has not paid adequate attention to how state contexts may shape student outcomes. I
build on the small but growing body of research exploring the role of state characteristics in facilitating student success
in higher education. Controlling for a range of state and individual attributes, I examine how one aspect of the state context––the
distribution of enrollments in 2 vs. 4-year public institutions––is related to bachelor’s degree attainment of students attending
public 4-year colleges and universities. The results suggest that the larger the proportion of students attending community
colleges in a state, the higher the probability of bachelor’s degree attainment at public 4-year institutions. This appears
to be a product of student sorting: the presence of community colleges facilitates sorting of students into higher education
in a way that is associated with higher degree completion at public 4-year institutions. These findings have important implications
for research on student outcomes and policies aimed at evaluating the performance of public 4-year institutions. 相似文献
2.
To improve college access for low-income students, an increasing number of public colleges and universities have implemented no-loan policies, where student loans are replaced with institutional grant aid that does not require repayment. Using detailed income measures provided by Mobility Report Card data, this study examines the effect of no-loan policies on student economic diversity at public 4-year institutions. Using a difference-in-differences design and the synthetic control method, we found that the adoption of no-loan policies at public institutions increased enrollment shares of low-income students (bottom two family income quintiles). However, the increase was minimal for students from the lowest income quintile, particularly at the most selective institutions. Our findings suggest that although no-loan policies may help improve affordability at public colleges and universities, further efforts are needed to address underrepresentation of students from the lowest part of the income distribution.
相似文献3.
The relationship between key state policy variables — (1) relative (private–public) tuition prices, (2) state student-aid funding, and (3) public institution density — and the competitive position of private colleges and universities is examined. Elite private schools are found to be nearly impervious to state policy. Large and moderately selective private institutions are adversely affected by public institution density and low public prices. Such prices divert students who would otherwise prefer these private institutions to similar public schools. State student aid funding most affects the enrollment market shares of the small, low-selectivity private colleges enrolling the greatest proportions of minority and modest-income students. The findings suggest state policies in this era of strong demand for higher education and constrained public sector capacity should use price signals (student aid and public institution pricing) to encourage students to consider seriously whether private higher education might serve their needs as well as or better than public institutions. 相似文献
4.
Clive R. Belfield 《Research in higher education》2013,54(1):1-29
This paper examines the institutional determinants of federal loan status for a recent cohort of college students. We first set out how institutions influence loan accumulations and repayment rates, with particular focus on for-profit colleges. We then test a set of hypotheses about loan status and repayment using national data on loans, defaults, and repayments merged with college-level data. For all measures of loan status there are significant raw gaps between for-profit colleges and public and not-for-profit colleges. After controlling for student characteristics, measures of college quality, and college practices, large gaps in loan balance per student remain: students in for-profit colleges, especially the 2-year colleges, borrow approximately four times as much as they would have at a 2-year public college. For a student attending the ‘average’ college, their repayment rate is predicted to be 5 [9] percentage points lower if that college is for-profit compared to public [non-profit]. Repayment rates are also lower for colleges with higher proportions of minority students and with lower graduation rates; contrary to some claims, single-program institutions appear to have higher repayment rates. 相似文献
5.
This paper attempts to shed light on the following question: What kinds of four-year institutions of higher learning benefit the most from federal student financial aid programs? We address this question by investigating how institutional quality, institutional mission, and the student's average net cost of attendance covary with average Pell grant, SEOG grant, GSL loan, and college work-study financial aid awards. Our sample is comprised of 254 nonproprietary four-year public institutions of higher learning and 499 nonproprietary four-year private institutions of higher learning. 相似文献
6.
Robert O. Riggs Karen F. Goodwin 《Community College Journal of Research & Practice》2013,37(8):729-739
The Permanent Subcommittee on Investigations of the U.S. Senate began a series of hearings in 1990 that uncovered an alarming pattern of waste, fraud, and abuse in the Title IV federal student aid programs. To create a stronger and more coordinated evaluation of institutions desiring to participate in these programs, Congress enacted the new Program Integrity Triad, which significantly increases the gatekeep‐ing functions of each member of the triad and establishes a specific set of responsibilities for accrediting agencies, the states, and the Secretary of Education. Under this program, states are directed to set up agencies known as State Postsecondary Review Entities (SPRE) to assist the U.S. Department of Education in reviewing institutions of higher education referred by the Secretary to determine continued participation in federal financial aid programs. The diverse ways in which students use community colleges will make it difficult, at best, to apply the quantifiable standards for withdrawal, graduation, and placement rates established by the SPRE program. The result could have serious implications for community colleges and their continued participation in Title IV federal student aid programs. 相似文献
7.
《大学成本降低与机会法》和美国学生资助体系的重大改革 总被引：1，自引：0，他引：1
最近美国通过了《大学成本降低与机会法》,该法的通过反映了美国大学成本上涨,学生和家长负担加重的现实,同时也与最近发生的学生贷款丑闻和政治因素有一定关系。该法提高了佩尔助学金的最高额度,降低了联邦补贴学生贷款的利率,增加了基于收入的贷款偿还项目和公共服务雇员贷款豁免项目等新的制度。相关创新做法对我国当前的学生资助体系建设有一定的借鉴意义。 相似文献
8.
John S. Levin 《Higher Education》2001,42(2):237-262
This study addresses the nature of governmentpolicy toward community colleges in the 1990sand the responses of institutions to thesepolicies. This is an examination of Canadianand U.S. community colleges in two Canadianprovinces and three U.S. states as well asanalysis of government policy in two countries,at the federal, state and provincial levels.Government policies are viewed as directingcommunity colleges toward economic goals,emphasizing workforce training and stateeconomic competitiveness as outcomes,compelling colleges to improve efficiencies,increase productivity, and to becomeaccountable to government and responsive tobusiness and industry. Government responses toeconomic concerns at the provincial and statelevels resulted in economic developmentpolicies applicable to community colleges. Institutional responses among communitycolleges, evident in behaviors such asmarketization and productivity and efficiency,altered college missions, resulting in thepursuit of economic ends by theseinstitutions. 相似文献
9.
Terrence A. Tollefson 《Community College Journal of Research & Practice》2013,37(3-4):386-402
Community colleges in America are now very visible and highly respected institutions of higher education. More than 1,000 community colleges in all 50 states now comprise nearly 25% of all colleges and universities in the U.S., with over 6.5 million students, or about 45% of all college students. State and local governance and coordination of community colleges vary from single-state governing boards to minimal state control and strong local governing boards. The relative degrees of state and local control of community colleges generally “follow the money,” in that accountability to state and local governing board and state legislatures is generally about proportional to the funds provided by each level of government. Funding for operational support of community colleges comes primarily from state and local governments, with considerable federal support for grants and subsidized loans to students. In 2000–2001, the largest proportional funding sources for community colleges were: state governments (44.6%), local governments (19.5%), tuition and fees (19.5%) and the federal government (5.4%). State lotteries in at least 38 states represent a relatively new source of funds for community colleges, often in the form of student scholarships. Many of the earliest public junior colleges charged no tuition, especially in California in the early 1900s. Now many community college students pay $3,000 or more per year in tuition and fees, and recent annual tuition increases in many states have been in double digits. This is a troubling trend that threatens to reduce access to higher education for poor people. 相似文献
10.
RECENT RESEARCH ON THE ECONOMICS OF ATTENDING COLLEGE: Returns on Investment and Responsiveness to Price 总被引：1，自引：1，他引：0
This article examines recent research on the private returns to investment in baccalaureate and sub-baccalaureate postsecondary education, the social returns to investment in higher education, and student responsiveness to prices and subsidies (e.g., tuition and financial aid). The analysis focuses on the implications of recent research on the economics of attending college for policy and practice in a variety of specific areas such as enrollment management; the role of community colleges and other sub-baccalaureate institutions relative to welfare-to-work programs, tuition taxcredit legislation, and the value of investing in credits even without credentials; the development of effective high-tuition, high-aid, and other state and institutional pricing strategies; and the inequities in the distribution of access and choice in higher education that is evident in the widening gaps in participation rates of white and minority youth and higher- and lower-income students, as well as in the growing concentration of lower-income students at-and the flight of middle- and upper-income students from-community colleges. 相似文献
11.
12.
Jiyun Kim 《Research in higher education》2012,53(2):123-151
This study explores the relationship between state financial aid policies and postsecondary enrollment for high school graduates
(or equivalent diploma holders). Utilizing an event history modeling for a nationally representative sample from the National
Education Longitudinal Study (NELS:88/2000) in addition to state-level policy variables, this study examined how state aid
policies differentially affect students’ postsecondary enrollment choices depending on their family income and race/ethnicity
between the years 1992 through 2000. The findings demonstrate that there is a clear and consistent gap in college enrollment
for students who are from different income and race/ethnic groups, and that changes in state financial aid policy are significantly
related with the type of institutions a student attends across income and racial groups. The study findings have important
implications for state aid policy as well as future research on the role of public financial aid policy in college choice
of students from different income and racial/ethnic backgrounds. 相似文献
13.
Gwendolyn L. Lewis 《Research in higher education》1989,30(6):547-561
This article describes the aggregate financing of student aid by the federal government, state governments, and institutions over the past 25 years. The major trends in student aid funding are sketched in historical perspective with attention directed to federal program changes that precipitated funding changes. All major programs are covered, and figures are presented in current and constant dollars. Trends in the composition of aid delivered (grants, loans, and work-study) are also discussed. Over time comparisons in the numbers of recipients and aid per recipient are given by programs. Changes in educational costs are compared with changes in income and aid to show the increased difficulty for families and students to pay for higher education in the 1980s. 相似文献
14.
Rosemary Morgan 《Journal of educational administration and history》2013,45(1):84-109
Market principles now dominate the education and social policies of many Anglophone countries, including Australia, but articulate differentially within specific contexts. Existing historical legacies, local economic and social conditions, and geographical settings interact with federal and state funding and transport policies to shape the nature of regional education markets and the choices families make in a rural school market in Australia. Through two school case studies, this article explores the effects of policy shifts on parental choice and student movement within a regional Victorian community. Informed by policy sociology, the article views the policy as a dynamic, often ad hoc process with contradictory effects. It indicates how an ensemble of federal and state funding and conveyancing policies enable some schools to develop marketing practices that reconstruct the local education market to their advantage through the introduction of transport and flexi-boarding policies. It demonstrates that education markets are not confined to urban settings and that while choice is not a new phenomenon in this rural area, federal and state funding and transport policies have reconfigured local markets and intensified the market work undertaken by schools and parents with, in this instance, unequal effects on the provision of schooling in a rural region. 相似文献
15.
The traditional 2+2 path no longer reflects the general practice of student transfer between 2- and 4-year institutions. However, students continue to enroll in and complete a substantial number of credits at community colleges. Studies related to transfer most frequently have focused on gathering statistics to measure posttransfer academic performance or student perceptions regarding the transfer process. It is important to talk with students to understand why they transfer before completing the associate degree. This article presents a qualitative analysis of interviews with 103 students who transferred from a public community college to a public state university. Findings indicated that many students enrolled at the community college with a specific intent other than earning the associate degree. Faculty members and students at both the community college and the university also influenced the number of credit hours students completed before transfer. 相似文献
16.
This article presents the results of a survey of 459 Jewish and Arab students at two public colleges in Israel in 2005. The study aimed at gaining understanding of Arab students' access to higher education in comparison to access of Jewish students by the objective obstacles to such access as reflected in the admission profiles and socio‐economic background of Jewish and Arab students at two public colleges. Analyses indicated that these academic campuses constitute a site of encounter for two very different population groups, a fact that has significant implications for access and admission policies, and student aid programs. The findings of this study are the first step in further consideration of issues relating to equal opportunities and access to higher education for Arab students, and shed light on potential means for reducing the gaps between Arab students and their Jewish counterparts. 相似文献
17.
Federal benefit programs, including federal student aid, are designed to aid targeted populations. Behavioral responses to these programs may alter the incidence of their benefits, a possibility that receives less attention in the literature compared to tax incidence. I demonstrate the importance of benefit incidence analysis by showing that the intended cost reductions of tax-based federal student aid are substantially offset by institutional price increases for a sample of 4-year colleges and universities. Contrary to the goal of policymakers, I find that tax-based aid crowds out institutional aid roughly dollar-for-dollar. Unfortunately, it is not clear how institutions utilize these captured resources, so that the ultimate incidence of the programs is uncertain. 相似文献
18.
Thomas Perkins Diana Doyle Jane Wisniewski Sarah Kaiser Lynn Vosler Judith Amoo 《Community College Journal of Research & Practice》2013,37(6):537-539
Retrenchment practices in the 1980s represented a new challenge to institutions of higher education. The literature encompassing higher education within the past 10 years has revealed limited information concerning retrenchment policies in public community colleges in Texas. This study investigated the presence or absence of retrenchment policies and their relation to fluctuations in enrollment and state funding. All 49 public community‐junior college districts in the state of Texas were included in the study. Twenty (41%) of these community colleges had a retrenchment policy. This study indicated that administrative decisions regarding the development and adoption of retrenchment policies are based on state revenue declines as opposed to enrollment fluctuations. 相似文献
19.
Lyle McKinney Jacob P. K. Gross Andrea Backscheider Burridge 《Community College Journal of Research & Practice》2014,38(2-3):270-274
The utilization of loans by community college students is a contentious issue. In this article we broadly examine issues related to borrowing by community college students, giving attention to how loans can help, as well as hinder, borrowers at these institutions. Despite increased rhetoric about the perceived student loan crisis, caution is warranted before jettisoning student loans as a tool for access and completion at community colleges. Instead, we suggest that a more nuanced approach, aimed at helping students understand and manage their loans, is in the best interest of students and the college. Our recommendations are intended to help community colleges increase the number of borrowers who earn a credential and reduce the number who default. 相似文献
20.
Elizabeth Foote 《Community College Journal of Research & Practice》2013,37(4):401-404
This article discusses community college involvement in a key welfare-to-work training program, the Jobs Opportunities and Basic Skills Training Program (JOBS), as a mirror to reflect on the larger issue of how federal and state workforce policy impacts publicly-controlled institutions of higher education. A qualitative assessment of JOBS programs at community colleges framed discussion regarding the challenges community colleges face as they attempt to preserve these programs within an era of devolved responsibility for welfare-to-work funding from the federal government to the states. 相似文献