Monetary substitution of loans, earnings, and need-based aid in postsecondary education: The impact of Pell Grant eligibility

This study is the first large-scale examination of the impact of for-profit colleges on the enrollment and outcomes of students at other postsecondary institutions. Using data primarily from the Integrated Postsecondary Education Data System (IPEDS) and a differences-in-differences approach, I estimate the effect of a new for-profit college opening on community college enrollments and degree completions, as well as county education levels. My results suggest that community college enrollments and degree completions do not decline when a new degree-granting for-profit college opens nearby. Furthermore, I find evidence that the county-level production of short- and long-term certificates increases after a new for-profit college opens, though the number of associate’s degrees does not increase. This evidence should serve to broaden conversations about the role of for-profit colleges in the larger landscape of the American higher education system.

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Outcomes for Black Students in Team-Based Learning Courses

Journal of Black Studies ◽

10.1177/0021934718810124 ◽

2018 ◽

Vol 50 (1) ◽

pp. 66-86 ◽

Cited By ~ 4

Author(s):

Caroline Macke ◽

James Canfield ◽

Karen Tapp ◽

Vanessa Hunn

Keyword(s):

Academic Success ◽

Black Students ◽

Postsecondary Education ◽

Academic Outcomes ◽

Social Work Students ◽

Grade Point ◽

Course Grades ◽

White Institutions ◽

Team Based Learning ◽

The Impact

Racial inequity in postsecondary education is a significant social problem. Black students’ academic success is often hindered by feelings of isolation, particularly at predominantly White institutions (PWIs). Educators should ensure that their teaching strategies promote a sense of belonging. Team-based learning (TBL) is a small-group pedagogy that is being used at an increasing rate. The extant literature has not yet examined the impact of TBL on Black students. The current study compared the academic outcomes of White and Black students enrolled in TBL courses. In this study of 148 social work students, academic outcomes were operationalized as grade point average (GPA), course grade, and peer evaluation score. Findings indicate that although Black students had comparable GPAs and course grades, they scored significantly lower on peer evaluations. Implications are discussed.

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On the Efficacy of Open Educational Resources

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v20i1.3892 ◽

2019 ◽

Vol 20 (1) ◽

Cited By ~ 5

Author(s):

Huimei Delgado ◽

Michael Delgado ◽

John Hilton III

Keyword(s):

Positive Impact ◽

Open Educational Resources ◽

Educational Resources ◽

Exam Performance ◽

Pell Grant ◽

Large Sample Size ◽

Educational Materials ◽

Final Exam ◽

And Control ◽

The Impact

Open educational resources (OER), which are free and openly licensed educational materials, have been a widely discussed topic in response to high textbook costs, the need for more pedagogical flexibility, and inequality in access to educational materials. In this study we examine the efficacy of OER through a quantitative analysis of the impact of OER on student final exam performance in a large calculus course. Our dataset affords us a relatively large sample size, allows us to classify students in both treatment and control groups, and includes a variety of covariates that allow us to control for multiple correlated factors. We estimate causal treatment effects using several econometric approaches. Our study adds the following insights into the research on OER efficacy: (i) OER materials do not, in general, lead to any significant change in student final exam performance; and (ii) OER materials have a significantly positive impact on both international students and Pell Grant eligible students.

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Doing Time Wisely: The Social and Personal Benefits of Higher Education in Prison

The Prison Journal ◽

10.1177/0032885518776380 ◽

2018 ◽

Vol 98 (4) ◽

pp. 490-513 ◽

Cited By ~ 2

Author(s):

Jillian Baranger ◽

Danielle Rousseau ◽

Mary Ellen Mastrorilli ◽

James Matesanz

Keyword(s):

Higher Education ◽

Postsecondary Education ◽

Attitudes And Behaviors ◽

The Past ◽

The Social ◽

Women's Prison ◽

Women's Imprisonment ◽

Education Effects ◽

Impact Of Higher Education ◽

The Impact

Much of the research on postsecondary education effects on incarcerated individuals has focused on men. However, given the increased rates of women’s imprisonment over the past 40 years, scholars should examine the impact of higher education in prison on women. In this qualitative study, the authors assess the social and personal benefits of participating in a college behind bars program delivered in a women’s prison. Data gathered with both program participants and faculty suggest that students in the program experienced a reduction in criminogenic attitudes and behaviors as well as positive changes in self-perception.

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Towards Realizing Practical Humanoid Robots One Challenge at a Time

Mechanical Engineering ◽

10.1115/1.2018-mar-6 ◽

2018 ◽

Vol 140 (03) ◽

pp. S18-S23

Author(s):

Taskin Padir

Keyword(s):

Postsecondary Education ◽

Team Building ◽

Community Outreach ◽

Humanoid Robots ◽

Robot Design ◽

College Level ◽

Science Technology ◽

Unique Aspect ◽

Reward And Recognition ◽

The Impact

This article describes features of FIRST, an approach to introduce science, technology, engineering and math (STEM) concepts to students. One unique aspect of the FIRST experience is that the reward and recognition for achievements are not necessarily gained on the field of play—excellence in design, demonstrated team spirit, Gracious Professionalism, community outreach, and more are recognized with awards. The focus of organized FIRST programs is on pre-college students {LE Comment: Please check whether the introduction of a preposition is required.}. At the college level, there are no formal FIRST programs, except for FIRST-related scholarships. However, as shown in the longitudinal study, the impact of FIRST carries into postsecondary education. There are diverse types of FIRST-related organizations and models at the college level. The article also highlights that during the semester, a sequence of team building, mentoring, project management, fundraising, and FIRST robot design topics are given by faculty, senior FIRST mentors, and professional engineers.

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Adjusting College Costs for Noncredit Enrollments: An Issue for Data Geeks or Policy Makers?

Community College Review ◽

10.1177/0091552119835030 ◽

2019 ◽

Vol 47 (2) ◽

pp. 159-177

Author(s):

Richard M. Romano ◽

Rita J. Kirshstein ◽

Mark D’Amico ◽

Willard Hom ◽

Michelle Van Noy

Keyword(s):

New York ◽

Community Colleges ◽

Postsecondary Education ◽

Full Time ◽

Full Time Equivalent ◽

Policy Makers ◽

College Costs ◽

Education Data ◽

Project Data ◽

The Impact

Objective: In the first study of its kind, the impact of excluding noncredit enrollments in calculations of spending in community colleges is explored. Noncredit enrollments are not reported to Integrated Postsecondary Education Data System (IPEDS), but expenditures for these efforts are. This study corrects for this omission and provides new estimates of spending on community college students in four states. Method: Data on noncredit enrollments were made available from four states—New York, New Jersey, California, and North Carolina. Interviews with campus and state officials within each state helped us verify the findings. In addition, Delta Cost Project data were analyzed and adjusted to account for noncredit enrollments. Results: Our analysis indicates that the expenditure per full-time equivalent (FTE) student measure, which researchers typically use, seriously overstates the resources that community colleges have to spend on educating students; however, great variations exist within and across states. Conclusion: Community colleges are underfunded to an even greater extent than standard IPEDS analyses indicate.

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Performance Funding Policy Effects on Community College Outcomes: Are Short-Term Certificates on the Rise?

Community College Review ◽

10.1177/0091552117743790 ◽

2017 ◽

Vol 46 (1) ◽

pp. 3-39 ◽

Cited By ~ 10

Author(s):

Amy Y. Li ◽

Alec I. Kennedy

Keyword(s):

Postsecondary Education ◽

Performance Metrics ◽

State Level ◽

Cost Effective ◽

Performance Funding ◽

Funding Policy ◽

Level Control ◽

Medium Term ◽

Short Term ◽

The Impact

Objective: Performance funding (PF) policies allocate a portion of state funding to colleges based on student outcomes. This study is the first to account for policy type and design differences, and explores the impact of performance funding on three levels of credential completions: short-term certificates, medium-term certificates, and associate’s degrees. Method: We create a panel dataset of 751 two-year colleges from years 1990 to 2013 using data from the Integrated Postsecondary Education Data System. We conduct a series of analyses using difference-in-differences with the inclusion of college- and state-level control variables. Results: We find that, on average, performance funding produces no significant changes in completions of any of the three credentials. Policy types characterized by a greater proportion of funding tied to the base budget, mission differentiation in performance metrics, inclusion of underrepresented student metrics, and longer periods of operating years produce an increase in short-term certificates, no significant change in medium-term certificates, and a decrease in associate’s degrees. Contributions: This study’s findings suggest that because awarding more short-term certificates is a relatively quick and cost-effective way to capture performance funds, colleges might be engaging in a path of least resistance by churning out short-term certificates and redirecting focus away from associate’s degrees, which is concerning given that short-term certificates generally offer limited labor market benefits compared to medium-term certificates and associate’s degrees. Our results also underscore the importance of policy designs in explaining differential impacts on credential completion.

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The Impact of IDEA Indicator 13 Compliance on Postsecondary Outcomes

Career Development and Transition for Exceptional Individuals ◽

10.1177/2165143413481497 ◽

2013 ◽

Vol 37 (3) ◽

pp. 161-167 ◽

Cited By ~ 4

Author(s):

Amy S. Gaumer Erickson ◽

Patricia M. Noonan ◽

Jennifer A. Brussow ◽

Barb J. Gilpin

Keyword(s):

Postsecondary Education ◽

Service Providers ◽

Career Training ◽

Postsecondary Outcomes ◽

Linear Relationships ◽

Indicator 13 ◽

Education Act ◽

Indicator 14 ◽

Survey Responses ◽

The Impact

Since the revision of Individuals With Disabilities Education Act (IDEA) in 2004, experts and service providers have been operating on the untested assumption that State Performance Plan Indicator 13 (transition Individualized Education Program [IEP] compliance) is a precursor to Indicator 14 (student outcomes of engagement in postsecondary education, training, and employment). This study analyzed the relationship between Indicator 13 and Indicator 14 through bivariate linear regression. The sample included student-level secondary transition data from 352 local education agencies (LEAs) in Missouri. A total of 2,123 IEP files were reviewed using a validated checklist for compliance to the IDEA transition requirements, known as Indicator 13. Indicator 14 was measured via survey responses from 4,994 high school graduates with IEPs. Results revealed statistically significant linear relationships between LEAs’ Indicator 13 compliance data and the percentage of graduates with IEPs who completed a semester of college or a career training program. Findings suggest that alternate approaches and indicators may be needed to improve postsecondary outcomes for students with and without IEPs.

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Money for Nothing? The Impact of Changes in the Pell Grant Program on Institutional Revenues and the Placement of Needy Students

Education Finance and Policy ◽

10.1162/edfp.2007.2.3.228 ◽

2007 ◽

Vol 2 (3) ◽

pp. 228-261 ◽

Cited By ~ 4

Author(s):

Bradley R. Curs ◽

Larry D. Singell ◽

Glen R. Waddell

Keyword(s):

Policy Instruments ◽

Institutional Quality ◽

Elastic Response ◽

Pell Grant ◽

Federal Aid ◽

Institutional Level ◽

Grant Program ◽

Level Data ◽

Institutional Selectivity ◽

The Impact

Using new institutional-level data, we assess the impact of changing federal aid levels on institutional-level Pell revenues. Using various policy instruments associated with Pell generosity, we quantify the sensitivity of institutional Pell revenues to the generosity of the Pell Grant program. In general, we find an elastic response of institutional Pell revenues with respect to the maximum Pell award, where other policy instruments associated with Pell generosity are found to have an inelastic or zero impact. We also document significant asymmetries across institutional selectivity, both in magnitude and in terms of which channel accounts for the measured sensitivity—award values directly or institutional enrollment. In the end, exogenous changes in the federal Pell Grant program are found to correlate strongly with changes in the distribution of needy students and revenues across institutional quality.

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