scholarly journals The Effects of Financial Aid Loss on Persistence and Graduation: A Multi-Dimensional Regression Discontinuity Approach

2021 ◽  
pp. 1-60
Author(s):  
Todd R. Jones ◽  
Daniel Kreisman ◽  
Ross Rubenstein ◽  
Cynthia Searcy ◽  
Rachana Bhatt
Keyword(s):  
High School ◽  
Financial Aid ◽  
Regression Discontinuity ◽  
Hope Scholarship ◽  
High School Gpa ◽  
High Achieving Students ◽  
Scholarship Program ◽  
High Achieving ◽  
Act Score

For years Georgia's HOPE Scholarship program provided full tuition scholarships to high achieving students. State budgetary shortfalls reduced its generosity in 2011. Under the new rules, only students meeting more rigorous merit-based criteria would retain the original scholarship covering full tuition, now called Zell Miller, with other students seeing aid reductions of approximately 15 percent. We exploit the fact that two of the criteria were high school GPA and SAT/ACT score, which students could not manipulate when the change took place. We compare already-enrolled students just above and below these cutoffs, making use of advances in multi-dimensional regression discontinuity, to estimate effects of partial aid loss. We show that, after the changes, aid flowed disproportionately to wealthier students, and find no evidence that the financial aid reduction affected persistence or graduation for these students. The results suggest that high-achieving students, particularly those already in college, may be less price sensitive than their peers.

scholarly journals The Long-Run Impacts of Specialized Programming for High-Achieving Students

2020 ◽  
Vol 12 (1) ◽  
pp. 127-166 ◽  
Author(s):  
Sarah R. Cohodes
Keyword(s):  
High School ◽  
Public Schools ◽  
Latino Students ◽  
Sixth Graders ◽  
Fuzzy Regression ◽  
Boston Public Schools ◽  
High Achieving Students ◽  
Long Run ◽  
High Achieving ◽  
Work Class

I evaluate long-run academic impacts of specialized programming for high-achieving students by analyzing Advanced Work Class (AWC), an accelerated curriculum delivered in dedicated classrooms for fourth through sixth graders in Boston Public Schools. Fuzzy regression discontinuity estimates show that AWC has positive yet imprecise impacts on test scores and improves longer-term outcomes, increasing high school graduation and college enrollment. These gains are driven by black and Latino students. An analysis of mechanisms highlights the importance of staying “on track” throughout high school, with little evidence that AWC gains result from peer effects. (JEL H75, I21, I28, J15)

scholarly journals The Image Of IAIN Padangsidimpuan Among High Achievement Students (Educational Services Marketing Perspective)

2020 ◽  
Vol 5 (2) ◽  
pp. 323-334
Author(s):  
Muhammad Isa ◽  
Budi Gautama Siregar
Keyword(s):  
High School ◽  
Data Processing ◽  
The State ◽  
T Test ◽  
Test Results ◽  
Prospective Students ◽  
School Students ◽  
High Achieving Students ◽  
New Students ◽  
High Achieving

The presence of students in a tertiary institution is an absolute requirement that must be met. IAIN Padangsidimpuan applies three different types of selection of new student candidates. These include the National Academic Achievement Selection (Seleksi Prestasi Akademik Nasional/SPAN - PTKIN), the State Islamic College Entrance Examination (Ujian  Masuk  Perguruan  Tinggi  Agama Islam Negeri/UM - PTKIN), and Independent Exams. SPAN - PTKIN is intended to recruit prospective new students from high achieving students. However, many prospective students who passed the SPAN-PTKIN pathway did not re-register again. This condition occurs almost every year. SPAN - PTKIN is intended to recruit prospective new students from high achieving students. However, many prospective students who passed the SPAN-PTKIN pathway did not re-register. This condition occurs almost every year. This has led to the presumption that there is a tendency for prospective new students from high achieving students through the SPAN-PTKIN pathway to have low interest in continuing education at the Padangsidimpuan IAIN. So it needs to be investigated how the actual image of IAIN Padangsidimpuan among high achieving students and other related aspects. This is important as input for improving the selection system for prospective new students or making decisions in the planning of promotion strategies for Padangsidimpuan IAIN in the future. This research is a descriptive quantitative research. The population of this study was all high achieving students at the State High School / Islamic High School level in Padangsidimpuan City. The main instrument was a questionnaire distributed to 220 respondents, which were selected by purposive sampling technique. Data analysis was performed by t-test and ANOVA. Data processing is done by SPSS software. From the results of data processing, it is known that the overall Iangs Padangsidimpuan imagery among Padangsidimpuan City achievers is included in the "good" category, with a value of 3,2353 from the maximum scale of 5. The t test results are known that, the Islamic High School students' point of view regarding the image of IAIN Padangsidimpuan is better than state school students. Therefore, it is necessary to do more frequent promotion to the state schools. From the ANOVA test results it is known that there is actually no difference in the image of the IAIN Padangsidimpuan between groups of respondents from different family classes. This indicates that IAIN Padangsidimpuan does not need to differentiate promotion methods for students from economically well-off families, middle class, or poor families.

The role of college admissions representatives in the college application process by students' income and academic achievement

2017 ◽  
Author(s):  
◽  
Enyu Zhou
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
College Choice ◽  
Low Income ◽  
College Admissions ◽  
School Students ◽  
College Application ◽  
High Achieving Students ◽  
High Achieving

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] College access is one of the most studied areas in higher education, and yet college enrollment rates remain problematically stratified by socioeconomic status (SES) (Baum, Ma, and Payea, 2013). Low-income high-achieving students apply to different sets of colleges compared to high-income high-achieving students. Most low-income highachievers do not apply to selective universities. The lack of information regarding the college application process, college cost and financial aid was a reason why low-income high-achieving students fail to apply to selective colleges (Hoxby and Avery, 2013; Hoxby and Turner, 2013). This study examined the relation between contact with college admissions representatives as a source of information and college choices by high school students. In particular, it focused on how these relations vary across the spectrum of SES and academic achievement groups. The sample for this study drawn from the Education Longitudinal Study of 2002 (ELS: 2002) from the National Center for Education Statistics (NCES). This study used the Hossler and Gallagher (1987) three-stage college choice model, Perna's (2006a) multi-layer college choice model, and Tierney and Venegas' (2009) cultural ecological theory for its theoretical framework. This theoretical framework provided guidance to understand the relation between college information and college application behavior of high school students. Logistic regression, fixed effects, and propensity score weighting (PSW) models were used to examine the relation between contact with college admissions representatives and college application. These models by SES and academic achievement were also used to identify differential effects of contact with college representatives across SES and academic achievement. Overall interpretation of the results suggested that there was a positive relationship between contact with college admissions representatives and college application. Aligning with the literature, this study also found that students' demographic characteristics, academic preparedness and other information sources were strongly associated with the probability of college application. However, the influence of college representatives did not vary across SES and academic achievement significantly. Results of this study provided valuable insights on the role of college admissions representatives on college application, which can lead to better insights on improving college choice strategies for high school students. The study concluded with discussions and implications for theory, practice, and future research.

Need for Cognition and Motivation Differentially Contribute to Student Performance

2017 ◽  
Vol 16 (2) ◽  
pp. 144-156 ◽  
Author(s):  
Alexis R. Neigel ◽  
Saif Behairy ◽  
James L. Szalma
Keyword(s):  
High School ◽  
Standardized Testing ◽  
Student Performance ◽  
Achievement Motivation ◽  
Need For Cognition ◽  
Sat Scores ◽  
Grade Point ◽  
College Gpa ◽  
High School Gpa ◽  
Act Score

The need for cognition and motivation are related to performance in school and standardized tests. In this study, 422 students completed a battery of individual difference measures and reported their scores on the American College Testing (ACT) exam, Scholastic Aptitude Test (SAT), high school grade point average (GPA), major GPA, and overall college GPA. Need for cognition was positively related to ACT and SAT scores, respectively, but not GPA. Achievement motivation was positively correlated with high school GPA, major GPA, overall college GPA, ACT score, and SAT score. The results showed that need for cognition may be related to standardized testing performance, whereas motivation, particularly achievement motivation, is related to performance in the classroom and in the major. Our results indicate that the need for cognition is distinct from the enjoyment of thinking and motivation toward challenge.

scholarly journals Washington's College Bound Scholarship Program and its Effect on College Entry, Persistence, and Completion

2020 ◽  
pp. 1-52
Author(s):  
Mark C. Long ◽  
Dan Goldhaber ◽  
Trevor Gratz
Keyword(s):  
High School ◽  
Middle School Students ◽  
Financial Aid ◽  
Bachelor's Degree ◽  
State Colleges ◽  
School Students ◽  
Good Citizen ◽  
College Entry ◽  
Postsecondary Institution ◽  
Scholarship Program

Indiana, Oklahoma, and Washington have programs designed to address college enrollment and completion gaps by offering a promise of state-based college financial aid to lowincome middle school students in exchange for making a pledge to do well in high school, be a good citizen, not be convicted of a felony, and apply for financial aid to college. Using a tripledifference specification, we find that Washington's College Bound Scholarship shifted enrollment from out-of-state to in-state colleges at which the scholarship could be used. While we find suggestive evidence that the program increased the likelihood of attending a postsecondary institution and attaining a bachelor's degree within five years of high school, we discuss why the program might be more successful if it did not require students to sign a pledge.

Personality Attributes of High IQ/High Achieving Gifted Adolescents: Implications of the Personal Styles Model

1996 ◽  
Vol 20 (1) ◽  
pp. 84-102 ◽  
Author(s):  
Gregory A. Holliday ◽  
James R. Roller ◽  
Joseph T. Kunce
Keyword(s):  
High School ◽  
High School Students ◽  
Personality Characteristics ◽  
School Students ◽  
Normal Personality ◽  
High Achieving Students ◽  
Personality Correlates ◽  
High Achieving ◽  
Gifted Adolescents

The nonpathological personality characteristics of high IQ/high achieving high school students were assessed using the Personal Styles Inventory (PSI) and the 16PF. All PSI scales were significantly correlated with one or more of the 16PF scales. Basic personality characteristics of the High IQ/High Achieving students did not differ remarkably from students in general; and, in many instances, the PSI results were more suitable for describing normal personality characteristics and generating usable insights for the students. Implications for assessing normal personality correlates with the gifted are discussed.

Measuring How High-Achieving High School Students Cope With School-Related Stressors

2012 ◽  
Author(s):  
Shannon M. Suldo ◽  
Robert F. Dedrick ◽  
Sarah A. Fefer ◽  
Nicole Land ◽  
Elizabeth Shaunessy ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
High Achieving

scholarly journals What Lies beneath Sustainable Education? Predicting and Tackling Gender Differences in STEM Academic Success

2021 ◽  
Vol 13 (4) ◽  
pp. 1671
Author(s):  
Maura A. E. Pilotti
Keyword(s):  
High School ◽  
Academic Success ◽  
Gender Roles ◽  
Gender Bias ◽  
Interior Design ◽  
Female Students ◽  
Gender Inequalities ◽  
Stem Fields ◽  
High School Gpa ◽  
Traditional Gender Roles

In many societies across the globe, females are still underrepresented in science, technology, engineering, and math (STEM fields), although they are reported to have higher grades in high school and college than males. The present study was guided by the assumption that the sustainability of higher education critically rests on the academic success of both male and female students under conditions of equitable educational options, practices, and contents. It first assessed the persistence of familiar patterns of gender bias (e.g., do competencies at enrollment, serving as academic precursors, and academic performance favor females?) in college students of a society in transition from a gender-segregated workforce with marked gender inequalities to one whose aims at integrating into the global economy demand that women pursue once forbidden careers thought to be the exclusive domain of men. It then examined how simple indices of academic readiness, as well as preferences for fields fitting traditional gender roles, could predict attainment of key competencies and motivation to graduate (as measured by the average number of credits completed per year) in college. As expected, females had a higher high school GPA. Once in college, they were underrepresented in a major that fitted traditional gender roles (interior design) and over-represented in one that did not fit (business). Female students’ performance and motivation to graduate did not differ between the male-suited major of business and the female-suited major of interior design. Male students’ performance and motivation to graduate were higher in engineering than in business, albeit both majors were gender-role consistent. Although high school GPA and English proficiency scores predicted performance and motivation for all, preference for engineering over business also predicted males’ performance and motivation. These findings offered a more complex picture of patterns of gender bias, thereby inspiring the implementation of targeted educational interventions to improve females’ motivation for and enrollment in STEM fields, nowadays increasingly available to them, as well as to enhance males’ academic success in non-STEM fields such as business.

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