Post‐secondary attendance by parental income in the U.S. and Canada: Do financial aid policies explain the differences?

2014 ◽  
Vol 47 (2) ◽  
pp. 664-696 ◽  
Author(s):  
Philippe Belley ◽  
Marc Frenette ◽  
Lance Lochner
Keyword(s):  
Financial Aid ◽  
Parental Income ◽  
Post Secondary ◽  
The U.S

The Emergence of Distance Learning in Higher Education

2000 ◽  
pp. 143-156 ◽  
Author(s):  
Caroline Howard ◽  
Richard Discenza
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Secondary Schools ◽  
Department Of Education ◽  
Post Secondary ◽  
On Line ◽  
Education Statistics ◽  
The U.S

Although distance learning is not a new phenomenon, recently there has been a huge jump in the number of organizations offering on-line instruction. The National Center for Education Statistics released a two-year survey on distance programs for higher education on behalf of the U.S. Department of Education. The survey reported that one-third of U.S. post secondary schools offered distance education in 1995, and an additional 25% planned to offer courses within the next three years.

scholarly journals Evaluating Econometric Evaluations of Post-Secondary Aid

2015 ◽  
Vol 105 (5) ◽  
pp. 502-507 ◽  
Author(s):  
Josh Angrist ◽  
David Autor ◽  
Sally Hudson ◽  
Amanda Pallais
Keyword(s):  
Financial Aid ◽  
Regression Discontinuity ◽  
Causal Effect ◽  
Causal Effects ◽  
Regression Discontinuity Design ◽  
Random Assignment ◽  
Post Secondary ◽  
Design Selection ◽  
Ongoing Evaluation

In an ongoing evaluation of post-secondary financial aid, we use random assignment to assess the causal effects of large privately-funded aid awards. Here, we compare the unbiased causal effect estimates from our RCT with two types of non-experimental econometric estimates. The first applies a selection-on-observables assumption in data from an earlier, nonrandomized cohort; the second uses a regression discontinuity design. Selection-on-observables methods generate estimates well below the experimental benchmark. Regression discontinuity estimates are similar to experimental estimates for students near the cutoff, but sensitive to controlling for the running variable, which is unusually coarse.

Gendered Attrition at the Undergraduate Level

2011 ◽  
pp. 714-720 ◽  
Author(s):  
Sandra Katz
Keyword(s):  
Computer Science ◽  
Undergraduate Level ◽  
Men And Women ◽  
Bachelor Of Science ◽  
Post Secondary ◽  
Education Statistics ◽  
Degree Recipients ◽  
The U.S

As Camp showed in her widely cited papers on the “incredible shrinking pipeline” (Camp, 1997; Camp, Miller, & Davies, 2000), women have continuously lagged behind men in earning Bachelor of Science (BS) degrees in computer science (CS) at four-year post-secondary U.S. institutions, despite the fact that the percentage of women earning CS degrees has kept pace with trends in the total number of CS degree recipients. This pattern is illustrated in Figures 1 and 2, which are based on data from the National Center for Education Statistics (National Center for Education Statistics, 2003, Table 282). Our goal is to summarize the proposed causes of, and solutions for, female attrition at the undergraduate level. In times like the present, when the U.S. is experiencing an overall decline in enrollment in undergraduate CS programs (Zweben, 2005), it becomes increasingly important to retain good students—both men and women.

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.

Reflections from the U.S.–Mexico borderlands on a “border-rooted” paradigm in higher education

Ethnicities ◽  
2018 ◽  
Vol 18 (2) ◽  
pp. 277-294
Author(s):  
Cynthia L Bejarano ◽  
Jeffrey P Shepherd
Keyword(s):  
Secondary Education ◽  
Student Success ◽  
Paradigm Shift ◽  
Latino Students ◽  
Space And Place ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Alternative Approach ◽  
Latino Student Success ◽  
The U.S

This essay proposes an alternative approach to Latino student success through a “border-rooted” paradigm shift in post-secondary education. A “border-rooted” paradigm reflects the local socio-cultural and historical epistemologies that impact post-secondary education, and how space and place impacts educational settings that serve Latino students.

scholarly journals The Savings Impact of College Financial Aid

2003 ◽  
Vol 2 (1) ◽  
Author(s):  
Andrew W. Dick ◽  
Aaron S. Edlin ◽  
Eric R. Emch
Keyword(s):  
Life Cycle ◽  
Financial Aid ◽  
College Education ◽  
Long Run ◽  
College Choices ◽  
Family Choices ◽  
The U.S ◽  
College Financial Aid ◽  
Asset Holdings

Abstract When parents save money for their children's college education, a portion of their savings is later taken away in the form of reduced eligibility for college financial aid. We estimate the long-run impact of this implicit asset tax by estimating family preferences over life-cycle consumption, savings and college choices and then simulating family choices over these variables under various hypothetical financial aid systems with different asset treatments. Our simulations suggest that the implicit taxes in the current college financial aid system may in the long run reduce economy-wide asset holdings in the U.S. by $186 billion versus aid systems with no implicit asset taxes. This figure is less than 1% of total U.S. wealth during the years of our data. It, however, reflects a 10.2% reduction is asset holdings for affected families.

Missed Opportunity for Diversity in Engineering: Black Women and Undergraduate Engineering Degree Attainment

2021 ◽  
pp. 152102512098691
Author(s):  
Trina L. Fletcher ◽  
Jay P. Jefferson ◽  
Brittany N. Boyd ◽  
Kelly J. Cross
Keyword(s):  
Black Women ◽  
Degree Attainment ◽  
Department Of Education ◽  
Post Secondary ◽  
Women In Engineering ◽  
Undergraduate Engineering ◽  
Engineering Degree ◽  
Trend Data ◽  
The U.S ◽  
Missed Opportunity

Efforts dedicated towards broadening participation for Black and other underrepresented groups in engineering at post-secondary institutions has intensified in recent decades. However, Black women have not yet reached parity in undergraduate engineering degree attainment. To elucidate this trend, data from the U.S. Department of Education was analyzed to investigate postsecondary completion for Black women in engineering. Results indicate that the percentage of degrees awarded to Black women has slightly decreased during the last five years when compared to women of all races. However, the percentage of Black women obtaining engineering degrees has increased when compared to the general Black engineering population, with a larger percentage of Black women obtaining engineering degrees compared to their male counterparts than any other ethnicity. Thus, the purpose of this paper is to provide recommendations for research avenues that may strengthen knowledge around the enrollment and retention of Black women in engineering at post-secondary institutions.

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