共查询到20条相似文献，搜索用时 468 毫秒
1.
Lisa Gillingham Dr. Joseph J. Seneca Michael K. Taussig 《Research in higher education》1991,32(4):449-468
The time doctoral students expect to take to complete their degree is investigated in a model which stresses the effects of economic factors. The model also accounts for the interdependency among such variables as employment hours, study hours, household income, and part-time study. We find that field of study, amount of borrowing, household income, and study hours have direct effects on expected time to degree. Indirect effects also occur from employment hours and the amount of fellowship, scholarship, or grant aid. When the sample is separated into foreign and U.S. students, we find that U.S. students underestimate their time to degree. Also, household incomes are higher for U.S. students and increase the time to degree, while the opposite is true for foreign students. Teaching assistantships increase the time to degree for foreign students while research assistantships reduce it. 相似文献
2.
Many higher education students combine their study with a job on the side instead of taking up a loan. This paper examines the factors underlying this apparently myopic behaviour. We find that standard economic factors explain observed borrowing decisions to some extent. Students with easier access to financial resources borrow less often. Students with good earnings prospects and/or a high discount rate borrow more often, as do students who are prepared to take risks. An important non-standard factor affecting borrowing choices is debt aversion. We also find that a reduction in working hours will only have a limited positive impact on the time spend on studying. 相似文献
3.
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
4.
HOPE for community college students: The impact of merit aid on persistence,graduation, and earnings
Community colleges play a major role in postsecondary education, yet previous research has emphasized the impact of merit aid on four-year students rather than two-year students. Furthermore, researchers have focused on the impact of merit aid on enrollment and outcomes during college, but to my knowledge, none have yet considered the impact of aid on earnings after college. This paper utilizes discontinuities in eligibility criteria for a large merit scholarship to examine the local impact of aid on student outcomes both during college and after college. The findings suggest that reducing the cost of community college does not impact persistence, academic performance, degree completion, expected earnings, or short-term earnings after college for marginally eligible students. 相似文献
5.
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
6.
Doctoral programs have high dropout rates of 43% representing the highest among all post-baccalaureate programs. Cross sectional studies of doctoral students?? retention have showed the importance of financial aid in predicting degree completion. These studies however, do not estimate the labor market??s effect on doctoral student retention and neglect the longitudinal nature of doctoral study and the multiple requirements that make doctoral education a three-stage process. This research study examines the effect of various factors, including financial aid and labor market conditions, on the likelihood that doctoral students will complete the three stages of doctoral education: transition, development, and research. The results show that although financial aid as a whole is important, the type of financial aid received is even more significant and has differential impacts on doctoral students?? retention at each stage. The study concludes that research assistantships have the highest likelihood of degree completion compared to students with other forms of financial support. Labor market conditions are also an important factor affecting doctoral student retention with higher expected earnings motivating doctoral students in the later part of their programs to complete their degrees. 相似文献
7.
F. King Alexander 《Community College Journal of Research & Practice》2013,37(7-8):659-679
This article examines federal student financial aid, with an emphasis on direct grant aid programs to serve needy students attending community colleges. It describes the economic, historical, and political assumptions and incentives to show how public community colleges and their students have been impacted by federal and state direct student aid policies. The article then presents recent data regarding how economic incentives inherent in federal and state direct student aid policies impact public community colleges and their students when compared to other types of institutions of postsecondary education. Data presented show that lower-income students attending public community colleges were likely to receive less direct grant aid from federal and state sources than those attending for-profit proprietary two-year institutions. 相似文献
8.
论高等教育的学费 总被引：101，自引：0，他引：101
王善迈 《北京师范大学学报(社会科学版)》2000,(6):24-32
:基于高等教育机会的公平和收益 ,受教育者应缴纳学费。作为准公共产品的高等教育服务 ,其学费不是高等教育服务的价格 ,而是高等教育服务的成本分担。高等学校培养学生的成本 ,大多数居民收入水平决定的支付能力 ,是确定学费标准的基本依据。学费听证会是政府确定学费标准的有效形式。当学费达到一定水平时 ,学费减免。助学金、奖学金、学生勤工助学和学生助学贷款等形式的学生资助政策 ,是缓解高等教育机会不公平的重要手段 相似文献
9.
William B. Simpson 《Higher Education》1987,16(6):699-721
Government reliance on student borrowing in financing postsecondary education varies greatly among countries. Nevertheless, some of the problems encountered, such as competing demands on public funds that undercut grant support or an excessive burden of debt on students, make consideration of the potential and limits inherent in the use of student loans a matter of common concern. The present article examines the role of undergraduate student loans within the context of an overall program for financial assistance. The emphasis is on placing realistic limits on individual debt burden while broadening the use of loans, consistent with encouraging access to postsecondary education and providing opportunity for choice of institution. To reduce risk and make borrowing in moderate amounts acceptable, loan programs are developed that combine income-paced repayment with provision, through ex post facto grants, for earlier discharge of repayment obligations than in alternative proposals. A model is developed for simulating borrowing and cumulative debt limits given the parameter values relevant to a country's situation. Results from using alternative parameter values are compared to authorized loan limits and to average amounts borrowed and cost of attendance for low-cost and higher-cost educational options, using U.S. data by way of illustration. 相似文献
10.
Can relevant information influence student borrowing? In a field experiment with a large community college, we send emails about federal student loans to students who have received financial aid offers but have not made a borrowing decision. A treatment reminding students that they need not borrow the maximum amount of available loan aid has no effect. Treatments referencing amounts borrowed by recent graduates shift students from borrowing the maximum amount to not borrowing. Consistent with the hypothesis that students experience cognitive overload when presented with multiple loan amounts, the response is largest among low-performing students and arises from inaction. 相似文献
11.
Edward P. St. John Glenda Droogsma Musoba Ada Simmons Choong-Geun Chung Jack Schmit Chao-Ying Joanne Peng 《Research in higher education》2004,45(8):829-871
Early intervention programs can promote access by providing encouragement for academic preparation, but adequate grant aid may be necessary to ensure access for students who prepare. This study examines the impact of Indiana's Twenty-first Century Scholars Program, an intervention that provides supplemental grant aid and academic support for low-income middle and high school students. Hierarchical logistic regression analyses indicated that 8th grade students who participated in the program were more likely to apply than their peers, indicating that encouragement had a modest influence on preparation. Receiving grant aid had a substantial influence on enrollment, indicating adequate aid is an important aspect of a comprehensive postsecondary encouragement program. 相似文献
12.
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
13.
King EM 《Economics of Education Review》1996,15(3):213-230
This study describes trends in educational attainment among women in Peru, and examines the determinants of educational attainment, labor force participation and employment, and earnings. Data were obtained from the Peruvian Living Standards Survey among a sample of 5644 women aged 20-59 years. Findings indicate that parents' educational variables had a positive and statistically significant relationship with the educational attainment of their daughters. The impact declined over time from older to younger cohorts. School reforms improved women's access to education. Education became more universal and compulsory over time. Daughters of mothers with white collar occupations had higher levels of schooling than farmers' daughters. The effects of fathers' education was larger. There was a wider gap between farmers and nonfarmers. Textbooks, teachers, and number of grades offered were the only primary school inputs that showed any clear cohort trend in their effect on years of schooling. As primary schools became more available, textbooks had a greater impact on school attainment. The impact of textbooks was larger for women than for men. The number of grades offered had a large positive effect which increased across cohorts from older to younger. Findings suggest weak effects of school reforms on women's likelihood of participating in the paid or unpaid labor force. Years of schooling had a very small and negative effect on total labor force participation. Woman's paid employment was influenced by age, education and training, household characteristics, and family's unearned income. Educational attainment had a small positive effect on participation in paid employment for younger women and no effect for older women. The average rate of return in paid employment to primary education was about 12%. Primary education had the highest rate of return. The return to job tenure was higher for younger women. 相似文献
14.
College students graduating in a recession have been shown to face large and persistent negative effects on their earnings, health, and other outcomes. This paper investigates whether students delay graduation to avoid these effects. Using data on the universe of students in higher education in Brazil and leveraging variation in labor market conditions across time, space, and chosen majors, the paper finds that students in public institutions delay graduation to avoid entering depressed labor markets. A typical recession causes the on-time graduation rate to fall by 6.5% in public universities and there is no effect on private institutions. The induced delaying increases average graduation by 0.11 semesters, consistent with 1 out of 18 students delaying graduation by one year in public universities. The delaying effect is larger for students with higher scores, in higher-earnings majors, and from more advantaged backgrounds. This has important implications for the distributional impact of recessions. 相似文献
15.
Using data from three waves of longitudinal surveys of the 2001 freshman cohort of the Gates Millennium Scholars (GMS) program,
this study examined linkages between student engagement in college activities and early career earnings in the labor market.
The results indicated that social engagement was positively related to early career earnings of college graduates while academic
engagement was not. When considering students who majored in STEM fields versus those in non-STEM fields, results showed academic
engagement to be positively related to early career earnings for non-STEM students but slightly negatively related to earnings
in the labor market for STEM students. Social engagement was positive for graduates in the STEM fields but not significant
for non-STEM students. Altogether, results show a complex relationship between student engagement and early career earnings.
Implications for research and institutional policy are discussed. 相似文献
16.
Government-backed income contingent student loans are increasingly being used to fund higher education. Until the outstanding balance is cleared, an income contingent repayment plan acts as an incremental marginal tax on earnings above a threshold. If this additional “tax” on earnings reduces the labor supply and hence the earnings of borrowers, this could reduce both loan repayments and tax receipts, increasing the cost of funding higher education. This paper investigates this under-studied topic by exploring bunching at various loan repayment thresholds between 2002 and 2014, using a novel, linked administrative dataset from the United Kingdom. Our findings suggest that the UK's income contingent repayment plan does not cause borrowers to reduce labor supply, at least for those with earnings near to the threshold. 相似文献
17.
18.
Alexander Whalley 《Economics of Education Review》2011,30(3):528-545
This paper examines whether conclusions about the relationship between education and labor market risk depend on the use of commonly applied procedures to clean data of extreme values. The analysis uses fifteen years of data from the Panel Study of Income Dynamics to demonstrate that conclusions about the relationship between education and labor market risk are sensitive to how extreme values of labor income are treated. The untrimmed estimates imply that college graduates experience 75% less transitory labor market risk than high school dropouts. However, applying commonly used trimming procedures results in estimates of a one standard deviation transitory labor market shock for high school dropouts being reduced by between $2700 and $4500, or 14% and 24% of annual earnings. The results demonstrate that seemingly innocuous sample selection procedures can have substantive implications. 相似文献
19.
《Peabody Journal of Education》2013,88(1):107-119
The Millennium Challenge Account (MCA) is a commitment of the United States to raise its grant aid by a factor of 50% over the next 3 years and will result in a $5 billion annual increase over current foreign aid levels. Many other countries and multinational development assistance agencies will be asked to help cofinance this new account, and their participation would augment this original proposal from the United States. The MCA offers the opportunity for a quantum change in the prospects for peace, stability, and the alleviation of poverty. However, will it work? This article suggests that the MCA will work only if it addresses several important dilemmas in the nature of foreign aid conditionality and the terms of reference of foreign aid organizations. 相似文献
20.
Longer-Term Economic Effects of College Selectivity and Control 总被引：1，自引：0，他引：1
This study uses a nationally representative sample of baccalaureate recipients—4 years after graduation—to assess the effects of college selectivity and control on earnings and indebtedness related to undergraduate education. After controlling for salient background, education, and labor market characteristics there is strong evidence of a substantial earnings return to college selectivity and control, which is consistent with the bulk of earlier work in this area. The impact of these factors on education-related debt is varied, with graduates from more selective private institutions continuing to bear the largest debt burden. Findings also suggest, however, that the enhanced earnings for graduates from selective private colleges are quickly offsetting the associated debt burden. Potentially problematic issues include a mix of high debt loads and sub-par labor market experiences for graduates from low selectivity private institutions—those that also serve a disproportionate number of nontraditional students. 相似文献