Addressing Community College Completion Rates by Securing Students’ Basic Needs

2018 ◽  
Vol 2018 (184) ◽  
pp. 7-16 ◽  
Author(s):  
Sara Goldrick-Rab
Keyword(s):  
Community College ◽  
Basic Needs ◽  
College Completion ◽  
Completion Rates ◽  
College Completion Rates ◽  
Community College Completion

scholarly journals The G.I. Bill: A Case Study in Behavioral Economics

2018 ◽  
Vol 25 ◽  
pp. 42-54
Author(s):  
Amanda (Swanson) Goff
Keyword(s):  
Behavioral Economics ◽  
Policy Design ◽  
College Completion ◽  
Completion Rates ◽  
Educational Benefits ◽  
Us Military ◽  
College Completion Rates ◽  
Effective Policy ◽  
Desirable Behavior

In pursuit of public welfare, the federal government supports a range of programs designed to encourage desirable behavior. Though for centuries lawmakers have strived to account for irrational actors and ultimately produce effective policy, behavioral economics has only entered the discussion recently as a means to accomplish these ends. The G.I. Bill provides a unique opportunity to examine behavioral economic principles as they relate to a long-standing, well-developed program. Introduced in 1944, the G.I. Bill provides tuition assistance and other educational benefits to support US military veterans pursuing a postsecondary credential. Benefit usage rates remain high and relatively stable in the decades since the legislation’s enactment, suggesting that educational incentives may serve as powerful motivators for veterans continuing their education. However, low college completion rates amongst veterans that choose to use G.I. Bill benefits limit the program’s true effectiveness. This case illustrates both the benefits and the limitations of applying behavioral economics concepts in policy design, particularly as demands on the G.I. Bill program continue to evolve.

Higher Education for Whom? Higher Education for What?

2017 ◽  
pp. 104-134
Author(s):  
Brooke Midkiff
Keyword(s):  
Higher Education ◽  
Educational Experiences ◽  
The United States ◽  
College Completion ◽  
Access To Higher Education ◽  
Completion Rates ◽  
Post Secondary ◽  
College Completion Rates ◽  
Quantitative Examination ◽  
First Offers

This chapter provides a critical quantitative examination of issues related to increasing access to higher education in the United States. The chapter first offers insights into the utility of using empirical evidence within a critical, theoretical framework to unpack underlying issues of expanding accessibility. Specifically, critical theory is used to excavate the limits of liberal approaches to expanding higher education through increasing access, coupled with empirical analysis of disparities in college completion rates. That is, while increasing access is important, access is hardly enough to decrease social and economic gaps. Issues of hegemony within higher education are examined through an examination of which students, despite increased access to higher education broadly, have access to specific types of post-secondary educational experiences.

Sign in / Sign up

Export Citation Format

Share Document