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1.
J. Cody Davidson 《Community College Journal of Research & Practice》2013,37(5):442-460
The designation “low income” is often assigned to students who are Federal Pell Grant eligible; however, family incomes for these recipients range from $0 to as high as $60,000 (Baum & Payea, 2011). Over 93% of all zero expected family contribution (EFC) students have a family income of $30,000 or less and constituted 67.4% of all Federal Pell Grant disbursements in 2009–2010. Given the wide range of family incomes, state need-based grant eligibility requirements, and current fiscal constraints, the purpose of this study was to compare predictors of student first- to second-year persistence, for zero and nonzero EFC students at two- and four-year institutions, as suggested by Davidson (2013). Logistic regressions showed differences between students at two- and four-year institutions as well as zero and nonzero students. Using a zero EFC as a criterion for low income could prove a valuable alternative to Federal Pell Grant eligibility for state and institutional policy makers when allocating need-based financial aid. In doing so, consideration must be given to this student population’s particular needs and factors that best foster student success. 相似文献
2.
Michael S. Kofoed 《Research in higher education》2017,58(1):1-39
In the United States, college students must complete the Free Application for Student Federal Aid (FAFSA) to access federal aid. However, many eligible students do not apply and consequently forgo significant amounts of financial aid. If students have perfect information about aid eligibility, we would expect that all eligible students complete FAFSA and no aid would go unclaimed. Using data from the National Postsecondary Student Aid Survey, I estimate a multinomial logit model which controls for all variables that contribute to aid eligibility and other student characteristics that may deter FAFSA completion. I find that students who are lower middle income, white, male and independent from parents are less likely to complete FAFSA even when they are eligible for aid. Using propensity score matching, I find that each year applicants forgo $9,741.05 in total aid (including grant and loan aid) which includes $1,281.00 of Pell Grants, $2,439.50 of the balance subsidized student loans, $1,986.65 of the balance of unsubsidized student loans, and $1,016.04 of institutional grants. These aid totals aggregate to $24 billion annually. 相似文献
3.
Price response in enrollment decisions: An analysis of the High School and Beyond Sophomore cohort 总被引：1，自引：6，他引：1
Edward P. St. John 《Research in higher education》1990,31(2):161-176
Most research on student price response was conducted on students who entered college before the Pell Grant program was implemented in fall 1973. This study uses the High School and Beyond Sophomore cohort, the High School Class of 1982, to analyze the effects of the amount of tuition charged and aid offered on student enrollment decisions. The findings include (1) all forms of financial aid—grants, work, and loans—were effective in promoting enrollment; (2) one hundred dollars of aid (any type) had a stronger influence on enrollment than a one-hundred-dollar reduction in tuition; (3) low-income students were more responsive to increases in grant aid than to increases in loans or work study; and (4) high-income students were not responsive to changes in aid amounts. 相似文献
4.
Joy R. Lile Timothy M. Ottusch Terese Jones Leslie N. Richards 《Community College Journal of Research & Practice》2018,42(2):95-111
Dual-enrollment programs have been proposed as a useful way to ease students’ transition from high school to community college. Several studies have shown that dual enrollment produces positive effects for students, but less is known about the mechanisms these programs use to support student success. Symbolic interactionism suggests that clarity of the role of a college student may help students transition into this role with more ease. With new legislation allowing students to use Pell Grants to attend dual-enrollment programs, and other proposed policies to increase attendance at community college, research on the mechanisms that make dual enrollment successful is well-timed. This study takes a mixed method approach with an online survey (N = 101) and a series of focus groups (N = 15) to explore the experiences of dual-enrollment students from several high schools and one community college. Findings suggest that dual enrollment helped to enhance participants’ clarity of the college-student role, including who attends college, what skills are required, what college can lead to, and their own self-identification as college students. Sources of role expectations for these students included self-reflection and peer, family, teacher, and structural expectations. Students highlighted strengths and weaknesses of the dual-enrollment program in which they were enrolled. These findings have implications for practice, including the potential for dual enrollment to support low-income and first-generation college students in their transition to higher education. 相似文献
5.
High school students’ accuracy in estimating the cost of college (AECC) was examined by utilizing a new methodological approach, the absolute-deviation-continuous construct. This study used the High School Longitudinal Study of 2009 (HSLS:09) data and examined 10,530 11th grade students in order to measure their AECC for 4-year public and private postsecondary institutions. The findings revealed that high school students tended to overestimate the cost of college, especially 4-year public in-state tuition. Second, this investigation explored AECC differences across racial/ethnic groups. Lastly, this research examined how AECC differed based on racial/ethnic and college financial-related factors (importance of cost on college enrollment, knowledge of and intent to complete FAFSA, and eligibility for financial aid). This examination is important because it is the first critical analysis of AECC and is timely given the data were collected immediately after the Great Recession. 相似文献
6.
This study explored college student persistence at a historically Black university affected by Hurricane Katrina. Predictor variables including sex, residence status, Pell Grant status, campus housing status, college grade point average, attendance before Hurricane Katrina, and attendance at the university by parents or another close relative were used to predict educational aspirations, campus environment, and financial aid eligibility status as the reasons college students continued their education after Hurricane Katrina. 相似文献
7.
Peter Riley Bahr 《Research in higher education》2010,51(8):724-749
The development of a typology of community college students is a topic of long-standing and growing interest among educational
researchers, policy-makers, administrators, and other stakeholders, but prior work on this topic has been limited in a number
of important ways. In this paper, I develop a behavioral typology based on students’ course-taking and other enrollment patterns
during a seven-year observation period. Drawing on data for a population of 165,921 first-time college students, I identify
six clusters of behaviors: transfer, vocational, drop-in, noncredit, experimental, and exploratory. I describe each of these student types in terms of distinguishing course-taking and enrollment behaviors, representation
in the first-time student cohort, predominant demographic characteristics, and self-reported academic goal. I test the predictive
validity of the classification scheme with respect to long-term academic outcomes. I investigate the relationships between
the primary classification scheme and several alternative classification schemes. Finally, I demonstrate the replicability
of the classification scheme with an alternate cohort of students. 相似文献
8.
Back-and-forth enrollment at different institutions—student swirl—and concurrent enrollment at two or more institutions—double-dipping—have
become common experiences for students in the United States. However, empirical studies explaining student mobility are rather
rare. This study examines how student departures from and returns to a single institution are affected by college attendance
elsewhere. The model presented here demonstrates that departure rates are higher for students concurrently attending another
college. Return rates, on the other hand, are substantially lower for those students who attend other colleges after departure
from the study institution. The effect of multi-institutional attendance differs by college type, with the effect of 4-year
out-of-state institution attendance being most pronounced. The simultaneous analysis of departures and returns provides the
study institution with a more accurate and complete picture of student mobility. 相似文献
9.
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
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12.
Iryna Johnson 《Research in higher education》2008,49(8):776-793
Educational research has shown that individual-level background characteristics, such as parental socio-economic status and
academic ability, influence college going behavior. This study tests for the existence of aggregate-level high school effects
on college enrollment, persistence and degree attainment. It links institutional data on students enrolling within a year
after graduation from in-state high schools with state data on high schools’ performance and populations. Three high school
aggregate-level factors were found to affect enrollment and persistence. Specifically, the high schools’ percent of SAT takers
has a concave-shape effect on enrollment, retention and graduation. Additionally, students coming from schools with a higher
percent of those receiving free lunch are less likely to persist, and students coming from schools located within a 60 mile
radius are more likely to matriculate and to persist to the second year. These results suggest that aggregate-level high school
characteristics should be accounted for in enrollment management.
相似文献
| Iryna JohnsonEmail: |
13.
Serge Herzog 《Research in higher education》2018,59(3):273-301
Using data from two freshmen cohorts at a public research university (N = 3730), this study examines the relationship between loan aid and second-year enrollment persistence. Applying a counterfactual analytical framework that relies on propensity score (PS) weighting and matching to address selection bias associated with treatment status, the study estimates that loan aid exerts a significant negative effect on persistence for students from low-income background (i.e., Pell eligible), and those taking up high amounts of loans in order to meet total cost of attendance, including students who exhausted the available amount of subsidized loan aid. However, no significant incremental effect associated with unsubsidized loan aid, net of subsidized loan aid, could be detected. The estimated effect of loan aid on persistence controls for first-year academic experience and takes into account 26 factors related to loan selection and persistence in order to match students with loan aid to a counterfactual case in covariate adjusted regression. Comparison with results from non-matched-sample analysis suggests selection bias may mask the negative effect of loans detected with matched-sample estimation. Validity of covariates determining the loan selection process and criteria for acceptable balance in the matched data are discussed, and implications for future research are addressed. 相似文献
14.
Leslie S. Stratton Dennis M. O&#;Toole James N. Wetzel 《Research in higher education》2007,48(4):453-485
We use data from the 1990/1994 Beginning Post-Secondary Survey to determine whether the factors associated with long-term
attrition from higher education differ for students who initially enrolled part-time as compared to for students who initially
enrolled full-time. Using a two-stage sequential decision model to analyze the initial enrollment intensity decision jointly
with attrition, we find no evidence of correlation in the unobservables that necessitates joint estimation, but substantial
evidence that the factors associated with attrition differ by initial enrollment status. The timing of initial enrollment,
academic performance, parental education, household characteristics, and economic factors had a substantially greater impact
on those initially enrolled full-time, while racial and ethnic characteristics had a greater impact on those initially enrolled
part-time. The results of our study suggest that separate specifications are necessary to identify at-risk full-time as compared
with at-risk part-time students.
The data employed here were generated while working under a grant supported in part by the Association for Institutional Research,
the National Center for Education Statistics, and the National Science Foundation under the Association for Institutional
Research 1999 Improving Institutional Research in Post-secondary Educational Institutions Grant Program. The Spencer Foundation
Small Grants program provided funding for the analysis. Leslie Stratton gratefully acknowledges additional support from a
2001 Faculty Excellence Award from Virginia Commonwealth University. Referees from the 2005 Southern Economic Association
meetings and from Research in Higher Education provided very helpful comments. Any opinions, findings, conclusions, or recommendations expressed in this material are those
of the authors and do not necessarily reflect the views of the Spencer Foundation, the Association for Institutional Research,
the National Center for Education Statistics, or the National Science Foundation. 相似文献
15.
Gigi Foster 《Higher Education》2010,60(3):301-319
Tertiary education is now accessible even to those who appear unlikely ex ante to succeed in jobs requiring post-high school education. Institutions that have broadened access to their programs must rely
on two things to protect the quality of the degrees they award: selection mechanisms operating during students’ tenure, and
effective teaching. This paper explores the relative strength of these two forces in a broad-spectrum, first-year undergraduate
course. Using detailed data from the University of South Australia on student background, tutors, performance, and enrollment
across 15 weeks in a first-year core course, I explore the extent to which teachers impact upon the success of their students
directly (through effective teaching) and indirectly (through facilitating the dropping out of more poorly-prepared students).
Results indicate that teachers vary widely in their influence on attrition and performance, and that none is robustly effective
in facilitating both the disproportionate out-selection of students with poor initial preparation, and the disproportionate achievement of this group. Performance at neither of these tasks is predictable based on teachers’ formal
university affiliation. 相似文献
16.
Rouse [Rouse, C. E. (1995). Democratization or diversion—the effect of community-colleges on educational-attainment. Journal of Business and Economic Statistics, 13(2), 217–224] finds that enrollment in a community college may divert students from attaining a bachelor's degree. However, this result may be due to selection bias, as the population of community college students should be quite different from those who attend 4-year institutions in terms of both observable and unobservable characteristics. This study uses propensity score matching to non-parametrically balance a data set from the 1996 Beginning Postsecondary Students survey in order to overcome issues associated with selection bias. Results from a Cox proportional hazards model indicate that attendance at a community college lowers the hazard rate for completing a bachelor's degree. The results are consistent with previous studies. 相似文献
17.
Brian P. An 《Research in higher education》2013,54(4):407-432
I examine the influence of dual enrollment, a program that allows students to take college courses and earn college credits while in high school, on academic performance and college readiness. Advocates consider dual enrollment as a way to transition high school students into college, and they further claim that these programs benefit students from low socioeconomic status (SES). However, few researchers examine the impact of dual enrollment on academic performance and college readiness, in particular, whether SES differences exist in the impact of dual enrollment. Even fewer researchers consider the extent to which improved access to dual enrollment reduces SES gaps in academic performance and college readiness. I find that participation in dual enrollment increases first-year GPA and decreases the likelihood for remediation. I conduct sensitivity analysis and find that results are resilient to large unobserved confounders that could affect both selection to dual enrollment and the outcome. Moreover, I find that low-SES students benefit from dual enrollment as much as high-SES students. Finally, I find that differences in program participation account for little of the SES gap in GPA and remediation. 相似文献
18.
Peter Riley Bahr 《Research in higher education》2012,53(1):94-121
The traditional unidirectional (“linear”) postsecondary path from high school to a community college to a 4-year institution
into the workforce represents accurately a decreasing proportion of the pathways actually taken by students through higher
education. Instead, students increasingly exhibit patterns of enrollment that take them through multiple postsecondary institutions,
both within levels of the higher education system (e.g., multiple community colleges, multiple 4-year institutions) and across
levels (e.g., movement back and forth between community colleges and 4-year institutions). These “swirling” patterns of enrollment
are widely recognized by scholars of higher education, but they remain poorly understood. In this study, I employ data that
address 89,057 first-time students in the California community college system to answer a number of key questions concerning
lateral transfer between community colleges, which, according to prior research, constitutes one sizeable component of student
“swirl”. Building on the very limited work on this topic, I examine whether the reported high prevalence of lateral transfer
holds true under a more stringent operational framework than that employed in prior work. I explore whether lateral transfer
is primarily an artifact of students enrolling simultaneously in multiple community colleges, sometimes called “double-dipping”.
I investigate the timing of lateral transfer from several different perspectives to determine how lateral transfer fits in
students’ progress and development. Finally, I probe the relationship between students’ level of academic investment in their
current community college and the risk of lateral transfer. 相似文献
19.
This literature review examines the ways in which college and university outreach programs impact Latino (and other minorities) high school students. This article demonstrates that the outreach programs outlined do aid in closing the gap of college enrollment for Latinos. However, a review of three representative programs—AVID, the University of California's Early Academic Outreach Program, and Upward Bound—reveals that the Latino students who exhibit the most need are summarily excluded from participating in the programs, thus leaving them on the margins of the educational system. One of the conclusions of this study is that the problem lies with the political nature of the programs, which causes them to have stringent eligibility criteria. 相似文献