scholarly journals Which Factors Impact Pell Grant Students’ Persistence and Graduation?

2021 ◽  
Vol 21 (3) ◽  
Keyword(s):  
Pell Grant

Framing Effects and Group Differences in Public Opinion about Prison Pell Grants

2021 ◽  
pp. 1-5
Author(s):  
Travis M. Johnston ◽  
Kevin H. Wozniak
Keyword(s):  
College Education ◽  
Group Differences ◽  
Pell Grant ◽  
Pell Grants ◽  
Contemporary Politics ◽  
Political Partisanship ◽  
Racial Resentment ◽  
College Classes ◽  
American Society ◽  
Analyze Data

ABSTRACT After years of gridlock on the issue, a bipartisan group of members of Congress struck a deal in 2020 to restore eligibility for inmates to access Pell Grants. Evidence indicates that college education programs in prison reduce recidivism and, consequently, state corrections expenditures, but legislators in prior decades feared that voters would resent government subsidy of college classes for criminals. To assess the contemporary politics of the issue, we analyze data from a framing experiment embedded in the 2016 Cooperative Congressional Election Study. We find that Americans, on average, neither support nor oppose the proposal to restore inmates’ Pell Grant eligibility; however, exposure to arguments about the proposal’s benefits to inmates in particular and American society more broadly both increased subjects’ support. We further explore how this framing effect varies across political partisanship and racial resentment. We find that both frames elicited a positive response from subjects, especially among Democrats and subjects with low or moderate racial resentment.

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 On the Efficacy of Open Educational Resources

2019 ◽  
Vol 20 (1) ◽  
Author(s):  
Huimei Delgado ◽  
Michael Delgado ◽  
John Hilton III
Keyword(s):  
Positive Impact ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Exam Performance ◽  
Pell Grant ◽  
Large Sample Size ◽  
Educational Materials ◽  
Final Exam ◽  
And Control ◽  
The Impact

Open educational resources (OER), which are free and openly licensed educational materials, have been a widely discussed topic in response to high textbook costs, the need for more pedagogical flexibility, and inequality in access to educational materials. In this study we examine the efficacy of OER through a quantitative analysis of the impact of OER on student final exam performance in a large calculus course. Our dataset affords us a relatively large sample size, allows us to classify students in both treatment and control groups, and includes a variety of covariates that allow us to control for multiple correlated factors. We estimate causal treatment effects using several econometric approaches. Our study adds the following insights into the research on OER efficacy: (i) OER materials do not, in general, lead to any significant change in student final exam performance; and (ii) OER materials have a significantly positive impact on both international students and Pell Grant eligible students.

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.

The Productivity of Pell Grant Spending: Enrollment Versus Attainment

2015 ◽  
Vol 47 (5) ◽  
pp. 55-62
Author(s):  
Ignacio Martinez ◽  
Sarah Turner
Keyword(s):  
Pell Grant

scholarly journals Money for Nothing? The Impact of Changes in the Pell Grant Program on Institutional Revenues and the Placement of Needy Students

2007 ◽  
Vol 2 (3) ◽  
pp. 228-261 ◽  
Author(s):  
Bradley R. Curs ◽  
Larry D. Singell ◽  
Glen R. Waddell
Keyword(s):  
Policy Instruments ◽  
Institutional Quality ◽  
Elastic Response ◽  
Pell Grant ◽  
Federal Aid ◽  
Institutional Level ◽  
Grant Program ◽  
Level Data ◽  
Institutional Selectivity ◽  
The Impact

Using new institutional-level data, we assess the impact of changing federal aid levels on institutional-level Pell revenues. Using various policy instruments associated with Pell generosity, we quantify the sensitivity of institutional Pell revenues to the generosity of the Pell Grant program. In general, we find an elastic response of institutional Pell revenues with respect to the maximum Pell award, where other policy instruments associated with Pell generosity are found to have an inelastic or zero impact. We also document significant asymmetries across institutional selectivity, both in magnitude and in terms of which channel accounts for the measured sensitivity—award values directly or institutional enrollment. In the end, exogenous changes in the federal Pell Grant program are found to correlate strongly with changes in the distribution of needy students and revenues across institutional quality.

scholarly journals Perceptions of the Persistent: Engagement and Learning Community in Underrepresented Populations

2018 ◽  
Vol 22 (2) ◽  
Author(s):  
Wendy Athens
Keyword(s):  
Learning Community ◽  
Students With Disabilities ◽  
Student Perceptions ◽  
Positive Relationship ◽  
Public Institution ◽  
Pell Grant ◽  
Underrepresented Populations ◽  
Online Learners ◽  
Minority Males ◽  
Strong Positive Relationship

In an effort to characterize perceptions of learning community and engagement in relation to success for underrepresented populations of online learners at a public institution in southeastern United States, a survey was conducted in Spring 2016. The results of the survey were paired with institutional data to create a baseline engagement and learning community profile for the online student population, which comprised 22% of total enrollments. The subpopulations of interest were: Age, gender, race/ethnicity, disability, Pell grant eligibility, first-generation, and orphan. For all students, a very strong positive relationship was observed between student perceptions of engagement and learning community and student outcomes (grades). This strong and positive relationship was confirmed across the subpopulations, but there were a few noteworthy exceptions:  Hispanic and Black students were more engaged than Whites, but earned lower grades. Younger students and students with disabilities were less engaged than their counterparts, but earned equivalent grades. These patterns corresponded to withdrawal statistics, which revealed a higher percentage of young minority males withdrawing from online courses.

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