Hispanic Students and the Gates Millennium Scholarship Program: Promising Results Extending to the Third College Year

2008 ◽  
Vol 10 (3) ◽  
pp. 307-338 ◽  
Author(s):  
Leticia Oseguera ◽  
Nida Denson ◽  
Sylvia Hurtado
Keyword(s):  
College Students ◽  
Theoretical Model ◽  
Low Income ◽  
Hispanic Students ◽  
Low Income Students ◽  
College Entry ◽  
The Third ◽  
Scholarship Recipients ◽  
Scholarship Program ◽  
Using Data

Financing college is increasingly difficult for many college students and it can be especially difficult for low-income students. Using data from the Gates Millennium Scholarship Program, this study provides a portrait of the 1st and 3rd year experiences of a sample of both high achieving Hispanic scholarship recipients and non-recipients. Applying Nora, Barlow, and Crisp's Student/Institution Engagement Theoretical Model (2005), we show how freedom from the stressors of paying for college enables students to become more engaged in academics and campus leadership activities even as we control for equally high levels of ability and involvement prior to college entry.

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.

It is in the Contract: How the Policies Set in Teachers’ Unions’ Collective Bargaining Agreements Vary Across States and Districts

2017 ◽  
Vol 32 (2) ◽  
pp. 280-312 ◽  
Author(s):  
Katharine O. Strunk ◽  
Joshua M. Cowen ◽  
Dan Goldhaber ◽  
Bradley D. Marianno ◽  
Tara Kilbride ◽  
...  
Keyword(s):  
Collective Bargaining ◽  
Low Income ◽  
Student Enrollment ◽  
Low Income Students ◽  
District Size ◽  
Teachers Unions ◽  
Comprehensive Comparison ◽  
Using Data ◽  
Research And Policy

We examine more than 1,000 collective bargaining agreements (CBAs) in place across California, Michigan, and Washington. We investigate the prevalence of a set of 43 key provisions between and within these states, providing the first comprehensive comparison of CBA terms using data drawn from economically and demographically different districts, as well as districts that vary considerably by student enrollment. We find that CBAs vary substantially within and across states, and that this variation is more associated with district size than the proportion of low-income students within districts. We conclude by discussing the implications of these findings for research and policy.

scholarly journals A mediation analysis of spirituality, wellbeing, and academic performance in first-generation and low-income college students

2020 ◽  
Author(s):  
◽  
Christopher Beggs
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Low Income ◽  
Kansas City ◽  
First Generation ◽  
Psychological Wellbeing ◽  
Extensive Literature ◽  
Low Income Students ◽  
Cross Sectional Survey ◽  
Cross Sectional

Mental health and attainment gaps comprise dual crises on today's college and university campuses, especially for first-generation and low-income students. Despite the common history and heritage of spirituality and religious foundations of America's colleges and universities, current norms and preferences have rendered candid discussions of spirituality to be, at best, passe, and, at worst, regressive. Despite extensive literature linking spirituality with psychological wellbeing, little is known as to what relationship, if any, spirituality has with psychological wellbeing and academic performance, particularly among first-generation and low-income students. This study uses a cross-sectional survey design. This study was conducted at a public, regional, Midwestern institution within an hour's driving radius of the Kansas City metropolitan area. Data were collected through a survey, rendering 135 participants. Quantitative analysis found that there was no statistical difference between first-generation or low-income students and their peers in spirituality or wellbeing, that spirituality that is or once was salient to the student was correlated with and predicts psychological wellbeing, that there was a relationship between psychological wellbeing and academic performance in specific circumstances, and that there was an indirect effect between spirituality and academic performance in the presence of psychological wellbeing. These data provide insight into the nature of the relationship between spirituality, wellbeing, and academic performance among college students and present implications for practitioners and researchers alike. [NEEDS DIACRITICS]

scholarly journals Class and the Classroom: The Role of Individual- and School-Level Socioeconomic Factors in Predicting College Students’ Academic Behaviors

2021 ◽  
Vol 9 (1) ◽  
pp. 53-65
Author(s):  
Cari Gillen-O’Neel ◽  
Emily C. Roebuck ◽  
Joan M. Ostrove
Keyword(s):  
College Students ◽  
High School ◽  
High Schools ◽  
Emerging Adults ◽  
Low Income ◽  
Family Income ◽  
School Context ◽  
School Level ◽  
Low Income Students ◽  
Academic Behaviors

This study examines how, for emerging adults attending residential colleges, family incomes and the socioeconomic status (SES) composition of high schools are jointly associated with academic behaviors in college. Using a one-time survey, daily surveys, and additional data collection on high school SES composition, this study measured 221 college students’ (17–25 years old) SES backgrounds and academic behaviors. Findings indicated that three academic behaviors (study time, in-class engagement, and help-seeking) were predicted by an interaction between family income and high school context. Among students who attended high schools that serve many low-income students, higher family income was significantly associated with more beneficial academic behaviors in college; among students who attended high schools that serve few low-income students, there was no association between family income and academic behaviors. Results indicate that colleges may need to be especially prepared to support students from lower income families who matriculated from lower SES high schools.

scholarly journals A National Crisis or Localized Problems? Getting Perspective on the Scope and Scale of the Teacher Shortage

2003 ◽  
Vol 11 ◽  
pp. 23 ◽  
Author(s):  
Patrick Murphy ◽  
Michael DeArmond ◽  
Kacey Guin
Keyword(s):  
Low Income ◽  
Teacher Shortage ◽  
Low Income Students ◽  
Absolute Size ◽  
Teacher Shortages ◽  
National Crisis ◽  
Local Officials ◽  
State And Local ◽  
Using Data ◽  
The U.S

Despite the considerable attention the popular press has devoted to the question of teacher shortages, there have been surprisingly few attempts to systematically measure the size and nature of the problem. This article attempts to estimate the size and nature of the celebrated teacher shortage of the late 1990s by using data from the U.S. Department of Education’s 1999-00 School and Staffing Survey. While limitations of the SASS data do not allow us to directly estimate the absolute size of the shortage, they do allow us investigate its relative impact. An examination of the data shows that the problem was distributed unevenly: urban schools and those with relatively high populations of minority and low-income students bore the brunt of the shortage; southern and western states had more problems filling teaching slots than other regions did. These findings suggest that state and local officials should keep distributional concerns in mind when they design policies to improve teacher recruitment and retention.

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)

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.

State Policies and Equal Opportunity: The Example of Gifted Education

2004 ◽  
Vol 26 (1) ◽  
pp. 39-64 ◽  
Author(s):  
Bruce D. Baker ◽  
Reva Friedman-Nimz
Keyword(s):  
Low Income ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Equal Opportunity ◽  
State Policies ◽  
State Aid ◽  
Gifted Children ◽  
Low Income Students ◽  
Using Data ◽  
Talented Students

This study explores the relationship between state policies, including state mandates and state aid allocations, and the distribution of educational opportunities. Specifically, we analyze the availability of and participation rates in programs for gifted and talented students using data from the Common Core of Data 1993–94 and the Schools and Staffing Survey 1993–94. Analyses herein suggest that program mandates and funding may be effective tools for increasing the distribution of opportunities for gifted children. However, models of both aid distribution and opportunity distribution indicate a tendency of states more significantly involved in gifted education, as indicated by mandates and funding, to promote regressive distributions of opportunities (greater availability in schools with fewer low-income students) through regressive distributions of aid (higher levels of aid to districts with fewer children in poverty). More specific case analyses, however, reveal that some states like Virginia may be taking steps to promote more neutral distributions of opportunities through more progressive allocations of state aid.

When Data Use Devolves Into Deficit Talk: Creating the Conditions for Productive Teacher Collaboration Using Data

2018 ◽  
Vol 21 (4) ◽  
pp. 3-11
Author(s):  
Chandler P. Miranda ◽  
Reva Jaffe-Walter
Keyword(s):  
Low Income ◽  
Teacher Collaboration ◽  
Student Outcomes ◽  
Data Use ◽  
Low Income Students ◽  
Contextual Elements ◽  
Using Data ◽  
Role Of The Principal ◽  
Silver Bullet

Drawing on ethnographic research from a small urban high school serving predominantly low-income students in a large northeastern city, this case explores how a school leader seeks to improve the school’s graduation rates by analyzing student data. It asks readers to consider the overall organization of the meeting, the role of the principal, the positioning of teachers, and the resulting conversations about students that the meeting generates. The case suggests that data analysis is not a silver bullet for improvement and considers that organizational, cultural, and contextual elements need to be in place for teachers to effectively improve their practice and student outcomes.

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