scholarly journals Sign Me Up: The Factors Predicting Students’ Enrollment in an Early-Commitment Scholarship Program

AERA Open ◽  
2019 ◽  
Vol 5 (2) ◽  
pp. 233285841985770
Author(s):  
Dan Goldhaber ◽  
Mark C. Long ◽  
Ann E. Person ◽  
Jordan Rooklyn ◽  
Trevor Gratz
Keyword(s):  
Low Income ◽  
College Enrollment ◽  
Student Characteristics ◽  
Low Income Students ◽  
Program Administrators ◽  
Factors Influencing ◽  
College Going ◽  
Scholarship Program

We investigate factors influencing student sign-ups for Washington State’s College Bound Scholarship program and consider whether there is scope for the program to change college enrollment expectations. We find that student characteristics associated with signing the scholarship pledge closely parallel characteristics of low-income students who attend 4-year colleges, suggesting that signing the pledge is driven largely by preexisting expectations of college going. We also find evidence that student sign-up rates are lower than have been previously reported, which is important given the perception among program administrators that nearly all eligible students sign up.

Pricing Out the Disadvantaged? The Effect of Tuition Deregulation in Texas Public Four-Year Institutions

2014 ◽  
Vol 655 (1) ◽  
pp. 99-122 ◽  
Author(s):  
Stella M. Flores ◽  
Justin C. Shepherd
Keyword(s):  
Low Income ◽  
College Enrollment ◽  
Hispanic Students ◽  
State Legislature ◽  
Pell Grant ◽  
State Governments ◽  
Low Income Students ◽  
Difference In Differences ◽  
Four Year Institutions ◽  
Tuition Deregulation

This article examines whether tuition deregulation in Texas (in 2003 the state legislature gave tuition-setting authority to institutional governing boards) has affected the college enrollment of underrepresented and low-income students. Using a difference-in-differences research design, we find that Hispanic students have been most negatively affected by tuition deregulation. Results for black students are largely mixed, in that we find an increase in college enrollment after deregulation in some specifications, while Pell Grant recipients, incoming and returning, appear to have experienced an increase in college enrollment following deregulation. Implications and recommendations for state governments considering this contentious legislation are provided.

scholarly journals Take Two! SAT Retaking and College Enrollment Gaps

2020 ◽  
Vol 12 (2) ◽  
pp. 115-158 ◽  
Author(s):  
Joshua Goodman ◽  
Oded Gurantz ◽  
Jonathan Smith
Keyword(s):  
High School ◽  
Low Income ◽  
College Enrollment ◽  
High School Graduates ◽  
Causal Effects ◽  
Underrepresented Minority ◽  
Low Income Students ◽  
Sat Scores ◽  
Enrollment Rates ◽  
Enrollment Gaps

Only half of SAT-takers retake the exam, with even lower retake rates among low-income students and underrepresented minority (URM) students. We exploit discontinuous jumps in retake probabilities at multiples of 100, driven by left-digit bias, to estimate retaking’s causal effects. Retaking substantially improves SAT scores and increases four-year college enrollment rates, particularly for low-income and URM students. Eliminating disparities in retake rates could close up to 10 percent of the income-based gap and up to 7 percent of the race-based gap in four-year college enrollment rates of high school graduates. (JEL I21, I23, I24, J15)

The Hidden Costs of Corroboration: Estimating the Effects of Financial Aid Verification on College Enrollment

2021 ◽  
pp. 016237372198930
Author(s):  
Jason C. Lee ◽  
Madison Dell ◽  
Manuel S. González Canché ◽  
Alex Monday ◽  
Amanda Klafehn
Keyword(s):  
Financial Aid ◽  
Low Income ◽  
College Enrollment ◽  
High School Graduates ◽  
Underserved Populations ◽  
Population Level ◽  
Department Of Education ◽  
Low Income Students ◽  
Student Aid ◽  
Percentage Points

Every year, the U.S. Department of Education selects hundreds of thousands of low-income students to provide additional documentation to corroborate their financial aid eligibility in a process known as verification. Although many are concerned about the potential deleterious effects of being selected, to date, studies are limited to descriptive analyses. To fill this gap in the literature, we use population-level, multicohort data to estimate the effects of financial aid verification on initial college enrollment for recent high school graduates in Tennessee. An entropy balance weighting approach indicates that students selected for verification are 3.8 percentage points (4.9%) less likely to enroll in college with underserved populations and late Free Application for Federal Student Aid (FAFSA) filers most negatively affected.

Early Adopters: Private School Leaders Respond to the Introduction of Targeted School Vouchers

2020 ◽  
Vol 29 (2) ◽  
pp. 123-151
Author(s):  
Anna J. Egalite ◽  
Lance Fusarelli ◽  
Lacey Seaton ◽  
D. T. Stallings
Keyword(s):  
North Carolina ◽  
Low Income ◽  
Private School ◽  
School Leaders ◽  
School Vouchers ◽  
Low Income Students ◽  
Early Adopters ◽  
The North ◽  
Scholarship Program ◽  
Participation Decisions

The North Carolina Opportunity Scholarship Program awarded private school vouchers to over 7,000 low-income students in 2017-18, yet only 61% of the state’s private schools registered to participate in the Opportunity Scholarship Program and just over half of schools (54%) actually enrolled voucher recipients. Given that the program is anticipated to grow by $10 million per year for 10 years, private school supply will be an important consideration as student participation rises. Using rich focus group and survey data collected from private school leaders between 2014 and 2017, this analysis probes the participation decisions of private school leaders.

Skills, Schools, and Credit Constraints: Evidence from Massachusetts

2010 ◽  
Vol 5 (1) ◽  
pp. 36-53 ◽  
Author(s):  
Joshua Goodman
Keyword(s):  
School District ◽  
School Districts ◽  
Low Income ◽  
Fixed Effects ◽  
College Enrollment ◽  
Credit Constraints ◽  
State Governments ◽  
Academic Skill ◽  
Low Income Students ◽  
Enrollment Rates

Low college enrollment rates among low-income students may stem from a combination of credit constraints, low academic skill, and low-quality schools. Recent Massachusetts data allow the first use of school district fixed effects in the analysis of credit constraints, leading to four findings. First, low-income students in Massachusetts have lower intended college enrollment rates than higher income students but also have dramatically lower skills and attend lower-quality school districts. Second, inclusion of skill controls greatly reduces but does not eliminate this intended enrollment gap. Third, inclusion of school district fixed effects has little further impact, with low-income students eight percentage points less likely to intend enrollment than higher income students of the same skill and from the same school district. Fourth, medium- and high-skilled low-income students appear the most constrained. State governments could use the methods employed here to target financial aid more efficiently.

scholarly journals Improving College Access and Success for Low-Income Students: Evidence from a Large Need-Based Grant Program

2015 ◽  
Vol 7 (2) ◽  
pp. 1-34 ◽  
Author(s):  
Gabrielle Fack ◽  
Julien Grenet
Keyword(s):  
Low Income ◽  
Large Scale ◽  
College Enrollment ◽  
Low Income Students ◽  
Enrollment Decisions ◽  
Grant Programs ◽  
Positive Effects ◽  
Grant Program ◽  
Enrollment Rates ◽  
The Impact

Using comprehensive administrative data on France's single largest financial aid program, this paper provides new evidence on the impact of large-scale need-based grant programs on the college enrollment decisions, persistence, and graduation rates of low-income students. We exploit sharp discontinuities in the grant eligibility formula to identify the impact of aid on student outcomes at different levels of study. We find that the provision of 1,500 euros cash allowances to prospective undergraduate or graduate students increases their college enrollment rates by 5 to 7 percent. Moreover, we show that need-based grants have positive effects on student persistence and degree completion. (JEL H52, I22, I24, I28, J24)

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