scholarly journals Income and financial aid effects on persistence and degree attainment in public colleges

2004 ◽  
Vol 12 ◽  
pp. 21 ◽  
Author(s):  
Alicia C. Dowd
Keyword(s):  
Financial Aid ◽  
Degree Completion ◽  
Student Persistence ◽  
Degree Attainment ◽  
Bachelor's Degree ◽  
Public Colleges ◽  
First Year ◽  
Grade Point ◽  
Bachelor's Degree Attainment ◽  
Positive Effect

This study examined the distribution of financial aid among financially dependent four-year college students and the effectiveness of different types of financial aid in promoting student persistence and timely bachelor’s degree attainment. The findings of descriptive statistical and logistic regression analyses using the NCES Beginning Postsecondary Students (1990-94) data show that subsidized loans taken in the first year of college have a positive effect on persistence. The first-year distribution of aid does not close the income gap in bachelor’s degree attainment. Living on campus and first-year grade point average are the most important predictors of timely degree completion.

Access and Mobilization: How Social Capital Relates to Low-Income Youth’s Postsecondary Educational (PSE) Attainment

2015 ◽  
Vol 50 (4) ◽  
pp. 439-461 ◽  
Author(s):  
Mariam Ashtiani ◽  
Cynthia Feliciano
Keyword(s):  
Higher Education ◽  
Social Capital ◽  
Low Income ◽  
Degree Attainment ◽  
Bachelor's Degree ◽  
Mentoring Relationships ◽  
College Entry ◽  
Nationally Representative ◽  
Low Income Families ◽  
Bachelor's Degree Attainment

Youth from advantaged backgrounds have more social relationships that provide access to resources facilitating their educational success than those from low-income families. Does access to and mobilization of social capital also relate to success among the few low-income youth who “overcome the odds” and persist in higher education? Using nationally representative longitudinal data over a 14-year period, this study shows that although access to social capital in families, schools, and communities is positively related to entry into higher education, most forms of adolescent social capital are not independently associated with degree attainment. However, the mobilization of social capital through certain types of mentorship benefits both the college entry and bachelor’s degree attainment of low-income youth, more so than for their more economically advantaged peers. Findings suggest that developing enduring mentoring relationships and new social resources rooted in the higher education context may be especially important in facilitating degree attainment for young adults from low-income backgrounds.

How Does High School Extracurricular Participation Predict Bachelor’s Degree Attainment? It is Complicated

2020 ◽  
Vol 30 (3) ◽  
pp. 753-768
Author(s):  
Margo Gardner ◽  
Stephen Hutt ◽  
Donald Kamentz ◽  
Angela L. Duckworth ◽  
Sidney K. D’Mello
Keyword(s):  
High School ◽  
Degree Attainment ◽  
Bachelor's Degree ◽  
Extracurricular Participation ◽  
Bachelor's Degree Attainment

A Psychosociocultural View of Hispanic First-Generation College Students’ Graduation Rates

2021 ◽  
pp. 152102512110562
Author(s):  
Christian A. Latino ◽  
Justine Radunzel ◽  
Jason D. Way ◽  
Edgar Sanchez ◽  
Alex Casillas ◽  
...  
Keyword(s):  
College Students ◽  
Self Efficacy ◽  
First Generation ◽  
Hispanic Students ◽  
Degree Attainment ◽  
First Generation College Students ◽  
Bachelor's Degree ◽  
First Generation College ◽  
Bachelor's Degree Attainment ◽  
Academic Self Efficacy

First-generation college students (FGCS), nearly 50% of which identify as Hispanic, are an underserved population. The psychosociocultural theoretical framework posits that individual, environmental, and cultural factors contribute to the academic success of Hispanic students. This study examined the relationship between these factors (i.e., demographics, academic self-efficacy, meeting with professors, and attending cultural programming) to 6-year bachelor’s degree attainment and time to bachelor’s degree attainment among Hispanic students at a Hispanic Serving Institution ( n  =  358). Being better prepared academically, being female, and having greater academic self-efficacy were positively related to bachelor’s degree attainment; FGCS status was negatively related. Among students who graduated ( n  =  208), entering college being better prepared academically, and having greater academic self-efficacy were related to quicker bachelor’s degree attainment; FGCS status was not significantly related. Practitioners may pay more attention to Hispanic students’ academic self-efficacy and the success of Hispanic male students.

Reducing Gaps in First-Year Outcomes Between Hispanic First-Generation College Students and Their Peers: The Role of Accelerated Learning and Financial Aid

2018 ◽  
Vol 22 (3) ◽  
pp. 441-463
Author(s):  
Christian A. Latino ◽  
Gabriela Stegmann ◽  
Justine Radunzel ◽  
Jason D. Way ◽  
Edgar Sanchez ◽  
...  
Keyword(s):  
College Students ◽  
Financial Aid ◽  
First Generation ◽  
First Generation College Students ◽  
Achievement Gaps ◽  
Accelerated Learning ◽  
Retention Rates ◽  
First Year ◽  
Grade Point ◽  
First Generation College

Hispanic students are the most likely out of all racial or ethnic groups to be first-generation college students (FGCS). Hispanic FGCS have been shown to be the least likely to persist out of all racial or ethnic backgrounds. However, there is little literature on this population. To address this, the present study investigated the association of accelerated learning in high school (e.g., Advanced Placement courses and dual enrollment) and financial aid on academic outcomes for Hispanic FGCS and Hispanic non-FGCS at a 4-year postsecondary institution ( n = 2,499). Hispanic FGCS fared worse in first-year grade point average (GPA) and first- to second-year retention than Hispanic non-FGCS. After controlling for academic, nonacademic, and demographic variables, results suggested that accelerated learning reduced achievement gaps in first-year GPA and financial aid reduced achievement gaps in retention rates for Hispanic FGCS. These results suggest that environmental supports (i.e., accelerated learning and financial aid) may be able to improve GPA and retention for Hispanic FGCS.

A Nested Analysis of Factors Affecting Bachelor's Degree Completion

2003 ◽  
Vol 4 (4) ◽  
pp. 407-435 ◽  
Author(s):  
Stephen L. DesJardins ◽  
Dong-Ok Kim ◽  
Chester S. Rzonca
Keyword(s):  
Degree Completion ◽  
College Major ◽  
Bachelor's Degree ◽  
First Year ◽  
University Of Iowa ◽  
Factors Affecting ◽  
Three Stages ◽  
The University ◽  
Nested Analysis ◽  
Sequential Nature

The main objective of this study was to examine the effects of selected factors on retention, graduation, and timely bachelor's degree completion at The University of Iowa. An additional purpose was to identify the stage-varying effects of selected variables. Reflecting the sequential nature of bachelor's degree completion, this study focused on three stages of students' progress to graduation: 1) dropout vs. persistence in the first year, 2) graduation vs. failure to graduate among first year persisters, and 3) graduation in four years or less vs. graduation in five years or more. We found that college academic performance, pre-matriculation academic achievement, and college major were the most important variables in explaining success at The University of Iowa. We also found fairly consistent results across the three models.

Impact of Merit-based Financial Aidon Student achievement

2014 ◽  
pp. 112-126
Author(s):  
O. Poldin ◽  
M. Yudkevich
Keyword(s):  
Academic Achievement ◽  
Financial Aid ◽  
Student Performance ◽  
First Year ◽  
Test Results ◽  
Grade Point ◽  
Average Distribution ◽  
The Impact ◽  
Academic Year ◽  
Russian Universities

Some Russian universities provide tuition fee discount to their students conditioned on their academic achievement. The paper examines the impact of this type of financial aid on student performance. The amount of this discounts for the first academic year depends on the admission test results, and its extension for the second year depends on the student’s academic achievement in the first year. Using regression discontinuity design and quantile regression, we show that financial aid stimulates the performance of those fee-paying students, who are in the upper part of the grade-point-average distribution.

Does Free Community College Improve Student Outcomes? Evidence From a Regression Discontinuity Design

2021 ◽  
pp. 016237372199314
Author(s):  
Elizabeth Bell
Keyword(s):  
Community College ◽  
Student Outcomes ◽  
Degree Attainment ◽  
Regression Discontinuity ◽  
Bachelor's Degree ◽  
Regression Discontinuity Design ◽  
College Gpa ◽  
Percentage Points ◽  
Bachelor's Degree Attainment

In this article, I utilize a regression discontinuity design to estimate the effects of Tulsa Achieves—a prevalent and understudied type of tuition-free college program. In contrast to concerns regarding tuition-free community college suppressing bachelor’s degree attainment, I find that Tulsa Achieves increased the likelihood of transferring to 4-year colleges by 13 to 14 percentage points and increased bachelor’s degree attainment by approximately 2 percentage points. The estimates for shorter outcomes are underpowered to detect policy relevant effects, but suggest Tulsa Achieves increased college GPA and had a null impact on credit accumulation, retention, and graduation from Tulsa Community College.

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