The Impact of Expenditures and Financial Aid on Racial Gaps in Institutional Graduation Rates in the U.S.

2020 ◽  
Vol 4 (2) ◽  
pp. 143-164
Author(s):  
Scott M. Myers ◽  
Carrie B. Myers
Keyword(s):  
Financial Aid ◽  
Graduation Rates ◽  
Graduation Rate ◽  
Student Loan ◽  
Underrepresented Minorities ◽  
Racial Climate ◽  
Racial Gaps ◽  
Institutional Expenditures ◽  
The Impact ◽  
The U.S

There is a persistent gap in institutional-level graduation rates between U.S. Whites and underrepresented minorities (URM). This gap remains as graduation rates have increased for both Whites and URM. We tested whether these six-year graduation rate gaps among incoming undergraduate freshman cohorts were a function of institutional expenditures and financial aid. Our results were mixed. The gaps were much wider at institutions that spent more on academic and student services and who enrolled cohorts with higher average student loan amounts. Yet, these gaps between Whites and URM narrowed at institutions where students had larger average institutional and state/local grants. Our discussion centered on the changing financial context of higher education and the contributing roles of capital and institutional racial climate.

scholarly journals Using administrative data to estimate graduation rates: Challenges, Proposed solutions and their pitfalls.

2008 ◽  
Vol 16 ◽  
pp. 11 ◽  
Author(s):  
Joydeep Roy ◽  
Lawrence Mishel
Keyword(s):  
High School ◽  
Graduation Rates ◽  
Common Core ◽  
Graduation Rate ◽  
High School Graduation ◽  
Department Of Education ◽  
Downward Bias ◽  
School Graduation ◽  
The Common ◽  
The U.S

In recent years there has been a renewed interest in understanding the levels and trends in high school graduation in the U.S. A big and influential literature has argued that the “true” high school graduation rate remains at an unsatisfactory level, and that the graduation rates for minorities (Blacks and Hispanics) are alarmingly low. In this paper we take a closer look at the different measures of high school graduation which have recently been proposed and which yield such low estimates of graduation rates. We argue that the nature of the variables in the Common Core of Data, the dataset maintained by the U.S. Department of Education that is the main source for all of the new measures, requires caution in calculating graduation rates, and the adjustments that have been proposed often impart significant downward bias to the estimates.

The Impact of Financial-Aid Format on Students' Collegiate Financing Decisions

2019 ◽  
Vol 30 (1) ◽  
pp. 27-43 ◽  
Author(s):  
Mackenzie M. Festa ◽  
D. Kip Holderness ◽  
A. A. Neidermeyer ◽  
Presha E. Neidermeyer
Keyword(s):  
Higher Education ◽  
Interest Rates ◽  
Financial Aid ◽  
Decision Aid ◽  
Student Loan ◽  
Public University ◽  
Student Loan Debt ◽  
Financing Decisions ◽  
Financial Counseling ◽  
The Impact

This study explored how an alternative presentation of loan information affects financial-aid decisions among students (n = 204) at a large public university. Building from decision-aid literature and using an experimental design, we found that when financial-aid forms were formatted in a way that makes interest rates more accessible and salient, students tended to: (a) accept fewer high-cost private loans and (b) work more during the college years. Results indicate that minor revisions in financial-aid documentation can have a significant impact on students' financial-aid choices. Those working in the fields of higher education and financial counseling and planning can use this information to further educate borrowers prior to the encumbrance of student loan debt.

scholarly journals The Impact of Study Abroad on Academic Success: An Analysis of First-Time Students Entering Old Dominion University, Virginia, 2000-2004

2013 ◽  
Vol 23 (1) ◽  
pp. 90-103 ◽  
Author(s):  
Min Xu ◽  
Chandra DeSilva ◽  
Ellen Neufeldt ◽  
Jane H. Dané
Keyword(s):  
Academic Success ◽  
Study Abroad ◽  
Graduation Rates ◽  
Underrepresented Minorities ◽  
First Year ◽  
Study Abroad Programs ◽  
High School Gpa ◽  
Old Dominion University ◽  
The Impact ◽  
First Time

An analysis of data on first-time degree-seeking students entering Old Dominion University between fall 2000 and fall 2004, controlled for High School GPA, First Year GPA, Gender, and Ethnicity indicates that while four-year graduation data did not show greater success for those participating in semester-long study abroad programs, study abroad for a semester was a statistically significant predictor for higher five- and six-year graduation rates. The authors contend that the impact on four-year graduation rates is negligible because many students participate in study abroad programs after their sophomore year, suggesting that encouraging more students to participate in semester-long study abroad programs in their sophomore year could have a major impact on retention and graduation. The authors suggest further studies to measure specific learning outcomes of study abroad and related experiences as well as the possible differential impact of study abroad on underrepresented minorities and females.

The Impact of Globalization on the U.S. Defense Industrial Base

2013 ◽  
Author(s):  
Jacques S. Gansler ◽  
William Lucyshyn ◽  
John Rigilano
Keyword(s):  
Industrial Base ◽  
The Impact ◽  
The U.S

The impact of regulations on labor markets in the U.S.

2019 ◽  
Vol 1 (1) ◽  
pp. 36-40
Author(s):  
Souad Adnane
Keyword(s):  
Supply And Demand ◽  
Demand Model ◽  
Lead Teachers ◽  
Associate's Degree ◽  
Childcare Workers ◽  
Educational Requirements ◽  
The Cost ◽  
Women's Labor Force Participation ◽  
The Impact ◽  
The U.S

The District of Columbia (DC) Office of the Superintendent of Education (OSSE) issued in December 2016 new educational requirements for childcare workers, according to which, all childcare center directors in the District must earn a bachelor’s degree by December 2022 and all lead teachers an associate’s degree by December 2020 (Institute for Justice, 2018). Moreover, DC has one of the lowest staff-child ratios in the country. How are regulations pertaining to childcare workers’ qualifications and staff-child ratio affecting the childcare market in DC? The present paper is an attempt to answer this question first by analyzing the effects of more stringent regulations on the cost and availability of childcare in the U.S based on existing studies. It also uses the basic supply and demand model to examine the possible impact of the new DC policy on the cost, quality and supply of childcare in the District and how it will affect working parents, especially mothers. Next, the paper discusses the impact of deregulation based on simulations and regressions conducted by studies covering the U.S., and implications for quality. It concludes that more stringent childcare regulations, regarding educational requirements and staff-child ratios, are associated with a reduced number of childcare centers and a higher cost, and eventually affects women’s labor force participation.

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