College Enrollment and Completion Among Nationally Recognized High‐Achieving Hispanic Students

Hispanic high school graduates have lower college completion rates than academically similar white students. As Hispanic students have been theorized to be more constrained in the college search and selection process, one potential policy lever is to increase the set of colleges to which these students apply and attend. In this paper, we investigate the impacts of the College Board's National Hispanic Recognition Program (NHRP), which recognizes the highest‐scoring 11th‐grade Hispanic students on the PSAT/NMSQT, as a mechanism of improving college choice and completion. The program not only informs students about their relative ability, but it also enables colleges to identify, recruit, and offer enrollment incentives. Overall, we find that the program has strong effects on college attendance patterns, shifting students from two‐year to four‐year institutions, as well as to colleges that are out‐of‐state and public flagships, all areas where Hispanic attendance has lagged. NHRP shifts the geographic distribution of where students earn their degree, and increases overall bachelor's completion among Hispanic students who traditionally have had lower rates of success. These results demonstrate that college outreach can have significant impacts on the enrollment choices of Hispanic students and can serve as a policy lever for colleges looking to draw academically talented students.     

Public Housing Residence and College Performance: Evidence From the Nation's Largest Urban Public University

Despite clear implications for human capital accumulation, there has been little research on the postsecondary educational experiences of students living in public housing. While there is significant and growing research exploring outcomes for public housing tenants, even in the education sphere, little of this work focuses on postsecondary outcomes and what role, if any, public housing plays in human capital accumulation. Our case study, New York City, is home to both the nation's largest urban public university system and the largest public housing authority. In this work, we use matching techniques to identify and describe the residential characteristics of students at the City University of New York. We explore how students who live in public housing developments differ from their peers in terms of characteristics associated with success in college, including demographics, neighborhood poverty, and high school preparation. We use regression techniques to test the relation between public housing residence, neighborhood income, and two indicators of early college performance: successful completion of credits attempted and one-year retention. In a naive model (including only residence and high school characteristics), public housing residence is negatively associated with our outcomes of interest, but less so when we control for other factors, including neighborhood income. Specifically, for students pursuing an associate's degree, we find a negative relation between public housing residence and credit completion and a less pronounced negative relation with retention. We find no significant relation between public housing residence and either baccalaureate outcome.     

Keeping College Options Open: A Field Experiment to Help all High School Seniors Through the College Application Process

Recent research suggests that the college application process itself prevents access. This paper reports results from a school‐based experiment in which application assistance is incorporated into the high school curriculum for all graduating seniors at low‐transition schools. Over three workshops, students were guided to pick programs of interest that they were eligible for, apply for real, and complete the financial aid application. The goal was to create a real college option for exiting students to make the transition easier and more salient. Among all graduating seniors, the program increased application rates by 15 percentage points, and college going rates by 5 percentage points. Among those not taking advanced‐level courses, college enrollment increased by 9 percentage points. The program generated significant effects for a wide range of heterogeneous groups, including both males and females, those from urban and rural schools, and those with above and below average grades. While more intensive than other tested approaches, in‐class application assistance may provide a more effective approach for bridging the gap towards higher education.     

Experimental Evidence on the Effect of Childhood Investments on Postsecondary Attainment and Degree Completion

This paper examines the effect of early childhood investments on college enrollment and degree completion. We used the random assignment in Project STAR (the Tennessee Student/Teacher Achievement Ratio experiment) to estimate the effect of smaller classes in primary school on college entry, college choice, and degree completion. We improve on existing work in this area with unusually detailed data on college enrollment spells and the previously unexplored outcome of college degree completion. We found that assignment to a small class increases students’ probability of attending college by 2.7 percentage points, with effects more than twice as large among black students. Among students enrolled in the poorest third of schools, the effect is 7.3 percentage points. Smaller classes increased the likelihood of earning a college degree by 1.6 percentage points and shifted students toward high‐earning fields such as STEM (science, technology, engineering, and mathematics), business, and economics. We found that test‐score effects at the time of the experiment were an excellent predictor of long‐term improvements in postsecondary outcomes.     

Can Financial Aid Help to Address the Growing Need for STEM Education? The Effects of Need‐Based Grants on the Completion of Science,Technology, Engineering,and Math Courses and Degrees

Although workers in science, technology, engineering, and math (STEM) fields earn above‐average wages, the number of college graduates prepared for STEM jobs lags behind employer demand. A key question is how to recruit and retain college students in STEM majors. We offer new evidence on the role of financial aid in supporting STEM attainment. Exploiting a regression discontinuity that allows for causal inference, we find that eligibility for need‐based financial aid increased STEM credit completion by 20 to 35 percent among academically‐ready students in a large, public higher education system. These results appear to be driven by shifting students into STEM‐heavy course loads, suggesting aid availability impacts the academic choices students make after deciding to enroll. We also find suggestive evidence that aid offers increase degree attainment in STEM fields, although we cannot rule out null impacts on STEM degree production.     

What determines the value of life? a meta‐analysis

A large literature has developed in which labor market contracts are used to estimate the value of a statistical life (VSL). Reported estimates of the VSL vary substantially, from less than $100,000 to more than $25 million. This research uses meta‐analysis to quantitatively assess the VSL literature. Results from existing studies are pooled to identify the systematic relationships between VSL estimates and each study's particular features, such as the sample composition and research methods. This meta‐analysis suggests that a VSL range of approximately $1.5 million to $2.5 million (in 1998 dollars) is what can be reasonably inferred from past labor‐market studies when “best practice” assumptions are invoked. This range is considerably below many previous qualitative reviews of this literature. © 2002 by the Association for Public Policy Analysis and Management.     

Experimental Evidence on the Impacts of Need-Based Financial Aid: Longitudinal Assessment of the Wisconsin Scholars Grant

We conduct the first long-term experimental evaluation of a need-based financial aid program, the privately funded Wisconsin Scholars Grant. Over multiple cohorts, the program failed to increase degree completion and graduate school enrollment up to 10 years after matriculation. The program did reduce time-to-degree for some students and modestly increased the number of STEM degrees earned. The lack of robust effects raises important questions about the conditions necessary for financial aid to benefit students.     

The Forgotten Summer: Does the Offer of College Counseling After High School Mitigate Summer Melt Among College‐Intending,Low‐Income High School Graduates?

Despite decades of policy intervention to increase college entry and success among low‐income students, considerable gaps by socioeconomic status remain. To date, policymakers have overlooked the summer after high school as an important time period in students’ transition to college, yet recent research documents high rates of summer attrition from the college pipeline among college‐intending high school graduates, a phenomenon we refer to as “summer melt.” We report on two randomized trials investigating efforts to mitigate summer melt. Offering college‐intending graduates two to three hours of summer support increased enrollment by 3 percentage points overall, and by 8 to 12 percentage points among low‐income students, at a cost of $100 to $200 per student. Further, summer support has lasting impacts on persistence several semesters into college.     

Financial aid and for‐profit colleges: Does aid encourage entry?

Concerns over rising college tuition and slow economic growth have brought renewed attention to the role of federal and state financial aid programs in opening access to education. Despite a large body of literature examining the effects of grant aid on four‐year and public two‐year college enrollment, for‐profit colleges—particularly the vast majority that offer two‐year degrees and certificates—have largely been ignored. Using panel data methods and a new administrative data set of for‐profit colleges operating in California between 1989 and 2003, I assess the impact of the federal Pell Grant program, the G.I. Bill, and California's Cal Grant program on the net number of for‐profit colleges per county. The results suggest that for both Pell and Cal Grants, increases in the per‐student maximum award encourage for‐profit entry. This relationship is particularly strong in counties with high adult poverty levels, where more students are eligible for aid. Further, these gains in the private sector do not appear to come at the expense of the public sector. Rather, public community colleges also experience enrollment gains as the generosity of Pell and Cal Grants increases, although this reaction appears to be weaker than the reaction of for‐profits. © 2010 by the Association for Public Policy Analysis and Management.     

Do conditional cash transfer programs shift votes? Evidence from the Honduran PRAF

How do national social programs influence local voting? This study utilizes the experimental set up of a conditional cash transfer program to show that small, targeted cash transfers can have large electoral effects. The Honduran PRAF program allocated an average of $18 per capita per year to poor households within municipalities that were randomly assigned to receive the program. Although the program was administered at the national level, the program increased an incumbent mayor's re-election probabilities by 39%, without significantly influencing voting behavior in presidential elections. Moreover, the evidence suggests that transferring cash to poor households were more effective at increasing political support than interventions providing public goods for poor villages.     

Can Light-Touch College-Going Interventions Make a Difference? Evidence from a Statewide Experiment in Michigan

I conduct a statewide experiment in Michigan with nearly 50,000 high-achieving high school seniors. Treated students are mailed a letter encouraging them to consider college and providing them with the web address of a college information website. I find that very high-achieving, low-income students, and very high-achieving, minority students are the most likely to navigate to the website. Small changes to letter content affect take-up. For example, highlighting college affordability induces 18 percent more students to the website than highlighting college choice, and 37 percent more than highlighting how to apply to college. I find a statistically precise zero impact on college enrollment among all students who were mailed the letter. However, low-income students experience a small increase in the probability that they enroll in college, driven by increases at four-year institutions. An examination of persistence through college, while imprecise, suggests that the students induced into college by the intervention persist at a lower rate than the inframarginal student.     

College Guidance for All: A Randomized Experiment in Pre‐College Advising

Pre‐college advising programs exist in most disadvantaged high schools throughout the United States. These programs supplement traditional advising by high school guidance counselors and attempt to help underrepresented and disadvantaged students overcome the complexities of the postsecondary admission and financial aid processes. Existing evidence on these programs often uses within‐school randomization where spillovers and alternative supports may confound estimates. We provide the first evidence on a whole school intervention resulting from a school‐level randomized controlled trial in the United States. The college access program we study uses a near‐peer model where a recent college graduate works at the school assisting students in the application and enrollment process. Pooled results across the first three years of program implementation find no significant impacts on overall college enrollment. However, subgroup analyses reveal positive, significant effects among the groups most targeted by the intervention: Hispanic and low‐income students. Most of the impact comes through increasing two‐year college enrollment, but this appears to be new entrants rather than inducing students to move from four‐year to two‐year colleges. The observed positive effects for these subgroups attenuate over time. We attribute this drop in the estimated impact to departures in fidelity of the experiment. Even among the cohorts for which we find positive enrollment impacts, we find no significant impacts on college persistence.     

“How Can We Stay Sober?” Homeless Women’s Experience in a Substance Abuse Treatment Center

This article presents findings from an exploratory, qualitative examination of an intensive outpatient treatment program for homeless women recovering from substance dependence disorders. Structured interviews of seven current program clients and three graduates of the program were conducted to ascertain how clients maintain their sobriety in addition to meeting the unique challenges of being homeless. Based on these interviews, there are four main concerns discussed: lack of communication between service providers, inconsistency in personnel during recovery, inconsistency in relapse policies, and clients feeling ill prepared to live in the “real world” after program completion.     

Reducing women's poverty by shifting social security benefits from retired couples to widows

This article examines proposals to transfer Social Security benefits from married couples to surviving widows in terms of effects on poverty rates, trust fund expenditures, and Supplemental Security Income (SSI) expenditures. Because widows are much more likely to be living in poverty than older married women, it makes sense to consider Social Security benefits in a lifetime framework and transfer some benefits from the time both the husband and wife are alive to the time when there is only one survivor, usually the wife. Because of expected life span and age differences of marital partners, a $1 reduction of the couple's benefit can finance a $1.45 increase in the widow's benefit. The 1990 Survey of Income and Program Participation (SIPP) matched to the Social Security Administration's benefit records are the basis for the estimates.     

How Do Nonprofits Respond to Regulatory Thresholds: Evidence From New York's Audit Requirements

Nonprofits in the United States must comply with various state and federal regulations to maintain their tax‐exempt status. Despite persistent calls to increase accountability in the nonprofit sector, there is little research examining the burden imposed by existing regulatory requirements, especially at the state level. This paper uses a bunching design to estimate the avoidance behavior exhibited by tax‐exempt charities in response to New York State's audit requirements. There is clear evidence of bunching in response to the requirement that nonprofits above certain revenue thresholds file financial statements reviewed by or audited by an independent certified public accountant. Measuring the extent of bunching around the revenue notches yields estimates of the average revenue that nonprofits either forego or fail to report in avoidance of the requirements. Results from dynamic estimation show that charities near the threshold for a review engagement report approximately $1,300 less revenue than otherwise predicted by a counterfactual; charities near the threshold for a full audit report approximately $1,400 less. The results have implications for the optimal design of state‐level financial regulations.     

Hispanic College Attendance and the State of Texas GEAR UP Program

This article reports the results of an evaluation of the state of Texas GEAR UP project implemented in six school districts from 1998 to 2005. The intent of the program was to enhance preparation for post‐secondary education among low‐income, Hispanic students. The program was comprised of practical interventions including vertical curriculum alignment, training teachers in advanced placement techniques, encouraging students to take rigorous courses, and increasing outreach about college attendance to students and parents. The central dependent variable is reports by parents of graduating seniors about whether their children would be attending college. A multivariate analysis, controlling for household SES, student grades and attendance, household composition, and language spoken in the home indicates that increased student exposure to the GEAR UP program markedly increases the probability that parents will report that their children are going to attend college.     

Raising household saving: does financial education work?

This article highlights the prevalence and economic outcomes of financial illiteracy among American households, and reviews previous research that examines how improving financial literacy affects household saving. Analysis of the research literature suggests that previous financial literacy efforts have yielded mixed results. Evidence suggests that interventions provided for employees in the workplace have helped increase household saving, but estimates of the magnitude of the impact vary widely. For financial education initiatives targeted to other groups, the evidence is much more ambiguous, suggesting a need for more econometrically rigorous evaluations.     

Do We Need More College Graduates?

President Obama has launched a major initiative hoping to increase the number of young people with college degrees. The article argues that more degrees would be desirable if more lower income students obtained them, because without a college degree social mobility can be difficult. However, the task will not be easy when one considers the important external factors related to degree completion including the quality of high school, parental income and wealth, and amount of schooling of the parent(s). The article concludes that early intervention programs offer the best opportunity to increase the number of degree holders from lower income families.     

Does the Cost‐Cutting Strategy of Closing Public Schools Provide Financial Benefits? Evidence From Ohio

From 1995 through 2014, 15 percent of school districts nationwide closed at least one school without opening any new school. Although budgetary constraints have been claimed as a major reason to close a public school, no empirical study has examined the financial benefits of school closures. This study finds that Ohio school closures reduce an average district's total operating expenditures by $278–$285 per pupil, and that savings come primarily from cuts in classroom instructional services, including teachers. This study provides empirical evidence on the financial implications of school closings needed for stakeholders involved in a school closing process.