The Effects of Financial Aid on Academic Achievement PDF Download

Author: Larry Weissman
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 126

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Author: Laura Melissa Reynolds
Publisher:
ISBN:
Category : Student aid
Languages : en
Pages : 324

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Book Description
The affordability of higher education is an increasing challenge for individuals and families in America. A student's chance of going to college and actually receiving their degree continues to be closely associated with their economic situation, as well as that of their family. The purpose of this research is to study the relationship between student financial aid and undergraduate degree completion to evaluate the impact of different sources of student financial aid on persistence and degree completion. Data used in this research is from the Linked Longitudinal Administrative Data Set (LLADS), which includes data from three different sources: the Enhanced Missouri Student Achievement Study (EMSAS), the ACT Student Assessment data file, and student financial aid data provided by the Missouri Student Assistance Resource Services (MOSTARS). The sample is made up of first-time, first-semester freshmen students from six Missouri institutions of higher education. A longitudinal study was conducted using the sample of three freshman cohorts. The cohorts were followed for five academic years. Persistence for the respective year of analysis was used as a dependent variable and separate logistic analysis were run for each year. To analyze student degree completion, two dependent variables were created and two different logistic regression analyses were run. Independent variables for the study have been grouped into five constructs: (1) Demographic Characteristics; (2) Major/Academic Performance; (3) Family Income; (4) Institution Type; and last (5) Financial Aid. Results suggest that federal government intervention in the financing of higher education through policy is important. Without the federal government's intervention, it is possible that only high-income groups will be able to afford a college education. The affordability gap is evident from the findings of this study with the lower family income categories analyzed demonstrating an increasingly negative relationship with persistence when compared with the highest family income category of greater than $100,000, as income categories decrease. From the results of this study, frontloading grants may be a good idea. The low-income students who are receiving need-based aid in the beginning years of enrollment are not as likely to persist as those receiving the aid in the later years of college. Perhaps increasing the funding in early years, or frontloading would increase the likelihood of these students persisting to their third and fourth years of college, because most students who drop out of college tend to do so within the first two years, often due to fear of high debt accumulation. In this study subsidized loans were found to have a significant positive effect on year-to-year persistence and unsubsidized loans were found to have a positive effect on persisting to the fifth year of school. For many qualified high school graduates, the thought of relying on loans may discourage enrollment in a postsecondary institution, especially among the students from low-income families. If students view the debt involved with funding a college education as a better investment choice their decisions to enroll and persist are likely to increase.

Author: Joe B. Henry
Publisher:
ISBN:
Category : Student aid
Languages : en
Pages : 130

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Author: Michelle Duda
Publisher:
ISBN:
Category : Student loans
Languages : en
Pages : 44

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This study used student loan data from academic institutions in the United States from 2000 to 2010 to examine the effect of college financial aid on students' academic success, including various student success measurements , attainment and retention.

Author: Jeroen Huisman
Publisher: Springer
ISBN: 1137456175
Category : Education
Languages : en
Pages : 869

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This state-of-the-art reference collection addresses the major themes, theories and key concepts related to higher education policy and governance on an international scale in one accessible volume. Mapping the field and showcasing current research and theorizations from diverse perspectives and authoritative scholars, this essential guide will assist readers in navigating the myriad concepts and themes involved in higher education policy and governance research and practice. Split into two sections, the first explores a range of policy concepts, theories and methods including governance models, policy instruments, institutionalism and organizational change, new public management and multi-level governance. The second section addresses salient themes such as institutional governance, funding, quality, employability, accountability, university rankings, widening participation, gender, inequalities, technology, student involvement and the role of higher education in society. Global in its perspective and definitive in content, this one-stop volume will be an indispensable reference resource for a wide range of academics, students and researchers in the fields of education, education policy, sociology, social and public policy, political science and for leadership.

Author: Dorothy B. Durband
Publisher: Springer
ISBN: 3319725866
Category : Social Science
Languages : en
Pages : 244

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"This text is a valuable new resource that we recommend for all of our professionals and are proud to incorporate as part of our AFC® certification program. With expertise representing the breadth and depth of the financial counseling profession, the content in this text provides you with a rigorous foundation of knowledge, considers critical theoretical models, and explores foundational skills of communication, self-awareness, and bias. This type of comprehensive approach aligns with our mission and vision—providing you with the foundational knowledge to meet clients where they are across the financial life-cycle and impact long-term financial capability." -Rebecca Wiggins, Executive Director, AFCPE® (Association for Financial Counseling and Planning Education®) This timely volume presents a comprehensive overview of financial counseling skills in accessible, practical detail for readers throughout the career span. Expert financial counselors, educators, and researchers refer to classic and current theories for up-to-date instruction on building long-term client competence, working with clients of diverse backgrounds, addressing problem financial behavior, and approaching sensitive topics. From these core components, readers have a choice of integrated frameworks for guiding clients in critical areas of financial decision-making. This essential work: · Offers an introduction to financial counseling as a practice and profession · Discusses the challenges of working in financial counseling · Explores the elements of the client/counselor relationship · Compares delivery systems and practice models · Features effective tools and resources used in financial counseling · Encourages counselor ethics, preparedness, and self-awareness A standout in professional development references, Financial Counseling equips students and new professionals to better understand this demanding field, and offers seasoned veterans a robust refresher course in current best practices.

Author: W. Jean Kelley
Publisher:
ISBN:
Category :
Languages : en
Pages : 418

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Author: Lashawn Richburg-Hayes
Publisher:
ISBN:
Category :
Languages : en
Pages : 8

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While studies have examined the relationship between financial aid and college access, few have evaluated the relationship between financial aid and academic success. Factors that are associated with financial need, such as being low income, are also associated with a lack of academic success, making it difficult to isolate the effect of additional financial aid on student achievement. MDRC's Opening Doors study of performance-based scholarships in Louisiana is one of a handful of studies that was able to measure the effect of additional aid on academic success. As part of the study, two colleges implemented a performance-based scholarship program for low-income parents, providing students with scholarships of up to $1,000 for each of two semesters (up to $2,000 per student in total), paid in increments based on each student's success in meeting key benchmarks. An evaluation of the intervention showed that the scholarship had a number of positive effects for students. Building on the promising findings from the Louisiana study, MDRC launched the Performance-Based Scholarship (PBS) Demonstration in four states in 2008. The goal of the PBS Demonstration is to evaluate whether performance-based scholarships are an effective way to improve persistence among low-income college students in different geographical locations with different amounts of monies over different durations. This brief provides an introduction to the PBS project and describes the program designs of the sites currently participating in the demonstration. (Contains 2 tables and 9 notes.).

Author: Carolyn S. Nayematsu
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 458

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Author: Susan Dynarski
Publisher:
ISBN:
Category : Economics
Languages : en
Pages : 0

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In the nearly fifty years since the adoption of the Higher Education Act of 1965, financial aid programs have grown in scale, expanded in scope, and multiplied in form. As a result, financial aid has become the norm among college enrollees. The increasing size and complexity of the nation's student aid system has generated questions about effectiveness, heightened confusion among students and parents, and raised concerns about how program rules may interact. In this article, we review what is known and what is not known about how well various student aid programs work. We find evidence that lowering costs can improve college access and completion, but this general rule is not without exception. For example, the complexity of program eligibility and delivery appears to moderate the impact of aid, and for students who have already decided to enroll, grants that link financial aid to academic achievement appear to boost college outcomes more than do grants with no strings attached. Future research is likely to focus on several issues: the importance of program design and delivery, whether there are unanticipated interactions between programs, and to what extent program effects vary across different types of students.