The impact of federal student aid on institutions: Toward an empirical understanding

1989 ◽  
Vol 1989 (62) ◽  
pp. 31-54 ◽  
Author(s):  
Michael S. McPherson ◽  
Morton Owen Schapiro ◽  
Gordon C. Winston
Keyword(s):  
Student Aid ◽  
The Impact

The Answer Is Yes

2016 ◽  
Vol 45 (2) ◽  
pp. 79-98 ◽  
Author(s):  
John M. Grubb ◽  
Pamela H. Scott ◽  
Donald W. Good
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
Dual Enrollment ◽  
Future Research ◽  
Full Time ◽  
Student Aid ◽  
Fall Semester ◽  
Northeast Tennessee ◽  
The Impact

Objective: The study assesses the impact of dual enrollment participation on remediation and completion for traditional first time, full-time freshmen at a community college in Northeast Tennessee. Method: This study began with the full population of 1,232 students who enrolled between 2008 and 2012 at a community college in northeast Tennessee the fall semester after finishing high school. The population was required to have American College Testing (ACT) scores, completely fill out the Free Application for Federal Student Aid (FAFSA), enroll full-time as a degree-seeking student, and complete the first fall semester. Propensity score matching was utilized to eliminate self-selection bias and enable parametric comparisons using optimal matching of dual enrollment participants and non-participants while controlling for a range of covariates. Results: The analyses showed that community college students who participated in dual enrollment were (a) 9% or nearly 3.4 times less likely to take remediation, (b) 26% or nearly 2.5 times more likely to graduate in 2 years, and (c) 28% or nearly 1.5 times more likely to graduate in 3 years. Contributions: This study contributes to the literature showing that dual enrollment reduces remediation rates and assists in timely completions for community college students. Policy recommendations are to increase equitable participation, normalize dual enrollment for students academically able to do college coursework, align state terminology with the nation, and improve data for future research.

On assessing the impact of federal student aid

1988 ◽  
Vol 7 (1) ◽  
pp. 77-84 ◽  
Author(s):  
Michael S. McPherson
Keyword(s):  
Student Aid ◽  
The Impact

Pushing the Boulder Uphill: The Persistence of First-Generation College Students

NASPA Journal ◽  
2004 ◽  
Vol 41 (3) ◽  
Author(s):  
Patricia Somers ◽  
Shawn R Woodhouse ◽  
James E. Cofer
Keyword(s):  
College Students ◽  
First Generation ◽  
Student Loans ◽  
First Generation College Students ◽  
Student Aid ◽  
Grade Point ◽  
First Generation College ◽  
High Test Score ◽  
Almost All ◽  
The Impact

This study examined the impact of background, aspirations, achievement, college experiences, and price on the persistence of first-generation (F-gen) and continuing generation (C-gen) college students at 4-year institutions using the National Postsecondary Student Aid Study of 1995–96 (n = 24,262). We found differences between the two groups on the effect size for almost all of the significant variables. F-gen students were more sensitive to financial aid and averse to student loans than their peers. However, even variables such as high income, high test score, and high grade point average, which similar studies have found to be significant and positively associated with persistence, did not influence the persistence of F-gen students in this study.

State of States: Landscape of University-Based Pathways to the Principalship

2020 ◽  
pp. 105268462098036
Author(s):  
Erin Anderson ◽  
Sajjid Budhwani ◽  
Frank Perrone
Keyword(s):  
School Leadership ◽  
Postsecondary Education ◽  
Leadership Preparation ◽  
The United States ◽  
Student Aid ◽  
Preparation Programs ◽  
Face To Face ◽  
Delivery Modes ◽  
Education Data ◽  
The Impact

This study describes the landscape of school leadership preparation programs in the United States, including pathways to the principalship (master’s, certification, educational specialist) and the delivery modes for each pathway (face-to-face, fully online, hybrid). First, data was collected from the Integrated Postsecondary Education Data on the number of degrees and certificates awarded by every postsecondary institution receiving U.S. federal student aid from 2013 to 2018. Then program websites were searched and coded by two independent coders. All discrepancies were resolved; the final dataset was analyzed using measures of central tendency. This study found that master’s programs were the most common route to the principalship, and there were more than double the number of master’s offerings than certification and more than double as many certification offerings than educational specialist. The most common delivery modes across each pathway were, from most prevalent to least: face-to-face, fully online, and hybrid. Ten states had an offering in every pathway and modality, but no individual university offered every pathway and modality. Twenty-one states had one or more universities that offered all pathways but not all modalities. Implications are that program faculty informed decisions about what pathways and modalities to offer, these data allow for sampling techniques that can help researchers conduct more inferential studies to measure the impact of leadership preparation on school outcomes, and these data allow for research that differs by pathway, providing a more nuanced understanding of preparation. Finally, this study serves as a call for a centralized database for tracking SLPP data.

Studying the Impact of Federal and State Changes in Student Aid Policy at the Campus Level

1997 ◽  
Vol 1997 (95) ◽  
pp. 83-97
Author(s):  
Robert H. Fenske ◽  
Kathryn A. Dillon ◽  
John D. Porter
Keyword(s):  
Student Aid ◽  
State Changes ◽  
The Impact ◽  
Aid Policy ◽  
Campus Level

scholarly journals Customized Nudging to Improve FAFSA Completion and Income Verification

2019 ◽  
Vol 42 (1) ◽  
pp. 3-21 ◽  
Author(s):  
Lindsay C. Page ◽  
Benjamin L. Castleman ◽  
Katharine Meyer
Keyword(s):  
Financial Aid ◽  
Text Message ◽  
Social Benefit ◽  
Data Driven ◽  
Negative Consequences ◽  
Student Aid ◽  
College Matriculation ◽  
Behavioral Barriers ◽  
The Impact ◽  
College Financial Aid

Informational and behavioral barriers hinder social benefit take-up. We investigate the impact of mitigating these barriers through providing personalized information on benefits application status and application assistance on filing the Free Application for Federal Student Aid (FAFSA), the gateway to college financial aid. Through a multidistrict experiment, we assess the impact of this outreach, delivered via text message. This data-driven strategy improves FAFSA completion and college matriculation and potentially reduces the negative consequences of additional procedural hurdles such as FAFSA income verification, required of approximately one third of filers nationally.

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