scholarly journals First Degree Earns: The Impact of College Quality on College Completion Rates

2012 ◽  
Author(s):  
Joshua Goodman ◽  
Sarah Cohodes
Keyword(s):  
College Completion ◽  
Completion Rates ◽  
College Quality ◽  
College Completion Rates ◽  
The Impact

scholarly journals Merit Aid, College Quality, and College Completion: Massachusetts' Adams Scholarship as an In-Kind Subsidy

2014 ◽  
Vol 6 (4) ◽  
pp. 251-285 ◽  
Author(s):  
Sarah R. Cohodes ◽  
Joshua S. Goodman
Keyword(s):  
Theoretical Prediction ◽  
Regression Discontinuity ◽  
Public Institutions ◽  
Public Colleges ◽  
College Completion ◽  
Regression Discontinuity Design ◽  
Completion Rates ◽  
Merit Aid ◽  
College Quality ◽  
College Completion Rates

We analyze a Massachusetts merit aid program that gives high-scoring students tuition waivers at in-state public colleges with lower graduation rates than available alternative colleges. A regression discontinuity design comparing students just above and below the eligibility threshold finds that students are remarkably willing to forgo college quality and that scholarship use actually lowered college completion rates. These results suggest that college quality affects college completion rates. The theoretical prediction that in-kind subsidies of public institutions can reduce consumption of the subsidized good is shown to be empirically important. (JEL H75, I22, I23, I28)

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.

Towards Socially Responsible Higher Education

2020 ◽  
pp. 29-49
Author(s):  
Calley Stevens Taylor ◽  
Mary-Alice Ozechoski
Keyword(s):  
Higher Education ◽  
College Students ◽  
Basic Needs ◽  
College Completion ◽  
Socially Responsible ◽  
Education Professionals ◽  
College Completion Rates ◽  
Higher Education Professionals ◽  
Aid Programs ◽  
The Impact

This chapter proposes that higher education has a responsibility to reduce disparities in college completion rates and argues that emergency aid programs should serve as an important component of this work. It offers an overview of recent research on the impact of basic needs gaps, with special attention to issues relating to food and housing insecurity. Organizations, colleges, and universities working to close resource gaps are then described. These examples demonstrate the wide range of programs and services being put in place to address these needs among college students, which, without intervention, can significantly hinder college completion. Finally, the authors offer a series of recommendations and resources for higher education professionals and partners interested in implementing or expanding emergency aid and other basic needs programs for college students.

scholarly journals Why Have College Completion Rates Declined? An Analysis of Changing Student Preparation and Collegiate Resources

2010 ◽  
Vol 2 (3) ◽  
pp. 129-157 ◽  
Author(s):  
John Bound ◽  
Michael F Lovenheim ◽  
Sarah Turner
Keyword(s):  
Community Colleges ◽  
College Completion ◽  
Supply Side ◽  
Completion Rates ◽  
Quarter Century ◽  
Student Preparation ◽  
College Completion Rates ◽  
Proportional Increase ◽  
Entering Students ◽  
Type Of Institution

Rising college enrollment over the last quarter century has not been met with a proportional increase in college completion. Comparing the high school classes of 1972 and 1992, we show declines in college completion rates have been most pronounced for men who first enroll in less selective public universities and community colleges. We decompose the decline into the components due to changes in preparedness of entering students and due to changes in collegiate characteristics, including type of institution and resources per student. While both factors play some role, the supply-side characteristics are most important in explaining changes in college completion. (JEL I23)

Sign in / Sign up

Export Citation Format

Share Document