Low-income students a caution about using data on pell grant recipients

2005 ◽  
Vol 37 (4) ◽  
pp. 34-43 ◽  
Author(s):  
Jeffrey Tebbs ◽  
Sarah Turner
Keyword(s):  
Low Income ◽  
Pell Grant ◽  
Low Income Students ◽  
Using Data

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.

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.

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 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)

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.

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.

scholarly journals SMART Money: Do Financial Incentives Encourage College Students to Study Science?

2017 ◽  
Vol 12 (3) ◽  
pp. 342-368 ◽  
Author(s):  
Brent J. Evans
Keyword(s):  
Low Income ◽  
Financial Incentives ◽  
Financial Incentive ◽  
Pell Grant ◽  
Low Income Students ◽  
Policy Makers ◽  
Stem Majors ◽  
Smart Money ◽  
Null Result ◽  
And Mathematics

Increasing the number of science, technology, engineering, and mathematics (STEM) degrees is a major federal education priority. I investigate whether providing a $4,000 financial incentive to low-income students in their junior and senior years of college induces them to major in a STEM field. Using administrative data from Ohio public colleges, I exploit a discontinuity in income eligibility for the National SMART Grant on the pursuit of science majors. Regression discontinuity results indicate financial incentives do not encourage students at the threshold of eligibility to choose STEM majors in their junior year. The null findings are fairly precise, ruling out modest, policy relevant effects for students near the Pell Grant eligibility threshold. I examine several potential explanations of this null result and argue that federal policy makers could improve the design of the program by creating the financial incentive earlier in students’ educational careers.

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