scholarly journals ProPelled: The Effects of Grants on Graduation, Earnings, and Welfare

2019 ◽  
Vol 11 (3) ◽  
pp. 193-224 ◽  
Author(s):  
Jeffrey T. Denning ◽  
Benjamin M. Marx ◽  
Lesley J. Turner
Keyword(s):  
College Students ◽  
Financial Aid ◽  
Degree Completion ◽  
Low Income ◽  
Public Colleges ◽  
Pell Grant ◽  
Low Income Students ◽  
Federal Grant ◽  
Four Year Institutions ◽  
First Time

We estimate effects of the Pell Grant—the largest US federal grant for college students—using administrative data from Texas public colleges and a discontinuity in grant generosity for low-income students. Within four-year institutions, eligibility for additional grant aid significantly increases first-time students’ degree completion and later earnings. Our estimated impacts on earnings alone are enough to fully recoup government expenditures within 10 years, suggesting that financial aid likely pays for itself several times over. (JEL H75, I22, I23, I26, J24, J31)

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 Supporting Community College Students from Start to Degree Completion: Long-Term Evidence from a Randomized Trial of CUNY’s ASAP

2019 ◽  
Vol 11 (3) ◽  
pp. 253-297 ◽  
Author(s):  
Michael J. Weiss ◽  
Alyssa Ratledge ◽  
Colleen Sommo ◽  
Himani Gupta
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Graduation Rates ◽  
Degree Completion ◽  
Low Income ◽  
Randomized Experiments ◽  
Low Income Students ◽  
Percentage Points ◽  
The City

Nationwide, graduation rates at community colleges are discouragingly low. This randomized experiment provides evidence that graduation rates can be increased dramatically. The City University of New York’s (CUNY) Accelerated Study in Associate Programs (ASAP) is a comprehensive, integrated, 3-year program that has an estimated 18 percentage point effect on 3-year graduation rates, increases 6-year graduation rates by an estimated 10 percentage points, and helps students graduate more quickly. Graduation effect estimates of this magnitude are exceptional in randomized experiments conducted in higher education, offering hope of what is possible when serving low-income students. (JEL H75, I23, I24, I28)

College Dollars and Sense

2016 ◽  
pp. 179-198
Author(s):  
Jessica D. Johnson
Keyword(s):  
College Students ◽  
Financial Aid ◽  
Low Income ◽  
First Generation ◽  
First Generation College Students ◽  
Planning Tools ◽  
First Generation College ◽  
Tuition Costs

HBCU's were founded to address the needs of low income, first generation college students. However, rising tuition costs, tighter loan restrictions and poor institutional financial aid planning tools are hindering students from matriculating within the HBCU system. Radical solutions such as pre-financial aid debt tracking programs aimed at entering freshman, federal loan modification options, and a pro-active shift of equipping students are needed to adequately address these issues. This chapter will discuss the most prevalent financial aid issues facing HBCU students, as well as present viable debt reduction solutions.

Pell Grant Versus Income Data in Postsecondary Research

2019 ◽  
Vol 48 (5) ◽  
pp. 309-315 ◽  
Author(s):  
Kelly Ochs Rosinger ◽  
Karly S. Ford
Keyword(s):  
Low Income ◽  
Household Income ◽  
Income Quintile ◽  
Pell Grant ◽  
Detailed Data ◽  
Low Income Students ◽  
Economic Diversity ◽  
Income Status ◽  
Income Data ◽  
Recent Policy

Given growing disparities in college enrollment by household income, policymakers and researchers often are interested in understanding whether policies expand access for low-income students. In this brief, we highlight the limitations of a commonly available measure of low-income status—whether students receive a federal Pell grant—and compare it to new data on enrollment by income quintile to evaluate a recent policy effort within elite colleges aimed at expanding access. We demonstrate that Pell is a rough measure of low-income status and that without more detailed data on colleges’ economic diversity, policy evaluations focusing on existing Pell data will suffer from measurement error and potentially miss enrollment effects for moderate- and high-income students.

scholarly journals Upstream and Downstream Impacts of College Merit-Based Financial Aid for Low-Income Students: Ser Pilo Paga in Colombia

2020 ◽  
Vol 12 (2) ◽  
pp. 193-227
Author(s):  
Juliana Londoño-Vélez ◽  
Catherine Rodríguez ◽  
Fabio Sánchez
Keyword(s):  
Financial Aid ◽  
Low Income ◽  
Large Scale ◽  
High Achievers ◽  
Low Income Students ◽  
High Quality ◽  
Postsecondary Enrollment ◽  
Student Composition ◽  
New Evidence ◽  
Downstream Impacts

How does financial aid affect postsecondary enrollment, college choice, and student composition? We present new evidence based on a large-scale program available to high-achieving, low-income students for attending high-quality colleges in Colombia. RD estimates show financial aid eligibility raised immediate enrollment by 56.5 to 86.5 percent, depending on the complier population. This rise, driven by matriculation at private, high-quality colleges, closed the SES enrollment gap among high achievers. Moreover, a DID approach suggests enrollment of aid-ineligible students also improved because college supply expanded in response to heightened demand. With ability stratification largely replacing SES stratification, diversity increased 46 percent at private, high-quality colleges. (JEL I22, I23, I24, I26, J24, O15)

Financial Aid: A Broken Bridge to College Access?

2007 ◽  
Vol 77 (1) ◽  
pp. 39-63 ◽  
Author(s):  
BRIDGET TERRY LONG ◽  
ERIN RILEY
Keyword(s):  
Financial Aid ◽  
College Access ◽  
Low Income ◽  
Students Of Color ◽  
Unmet Need ◽  
Low Income Students ◽  
Financial Aid Policy ◽  
The Past ◽  
Aid Policy

In this article, Bridget Terry Long and Erin Riley argue that in recent years, U.S. financial aid policy has shifted its emphasis from expanding college access for lowincome students toward defraying the costs for middle- and upper-income families. They explain how loans, merit-based aid, and education tax breaks are increasingly replacing need-based aid and discuss how the declining role of grants may disproportionately disadvantage students already underrepresented in higher education. They document the rise in students' unmet financial needs over the past decade, showing that low-income students and students of color are especially likely to face substantial unmet need even after taking into account all available grants and loans, as well as family contributions. In response to these trends, the authors call for a greater emphasis on need-based aid, especially grants, to reduce the role of cost as a barrier to college access.

What High-Achieving Low-Income Students Know About College

2015 ◽  
Vol 105 (5) ◽  
pp. 514-517 ◽  
Author(s):  
Caroline M. Hoxby ◽  
Sarah Turner
Keyword(s):  
Decision Making ◽  
Randomized Controlled Trial ◽  
Financial Aid ◽  
Survey Data ◽  
Low Income ◽  
Controlled Trial ◽  
Low Income Students ◽  
Randomized Controlled ◽  
Selective Colleges ◽  
Selective Schools

Previous work demonstrates that low-income higher achievers fail to apply to selective colleges despite their being admitted at high rates and receiving financial aid so generous that they pay less than at non-selective schools. The Expanding College Opportunities project, a randomized controlled trial, provides individualized information about colleges' net prices, resources, curricula, students, and outcomes. Our prior study shows that the intervention raises students' applications to, admissions at, enrollment, and progress at selective colleges. Here we use survey data to show that it actually changes students' knowledge and decision-making. We highlight topics on which they are misinformed.

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