Going, going, gone: the effects of aid policies on graduation at three large public institutions

This paper exploits uniquely detailed data and cross-institution variation in aid for three large public universities to identify the effects of aid on the probability of college graduation. The results indicate that need-based and merit-based aid both increase graduation rates at large public institutions, but primarily through the types of students that ‘select’ these institutions. Merit-based aid facilitates an institution attracting students who have higher observed academic ability that raises the probability of graduation. Need-based aid enables an institution to attract students with non-academic attributes such as social and cultural networks that, while often unobserved, improve graduation success. Broadly, our results suggest that recent aid policy that has moved away from need-based aid for low-income students (reducing their ability to find the best institutional match) and toward merit-based aid (that alters the distribution of high ability students across colleges) could foster stagnant graduation rates even with rising enrollment rates that have been observed over the last three decades.

Politics, Community, Democracy: Appraising CAC Decision-Making in the First Five Years of Schedule A1

The fifth anniversary of the statutory recognition procedurein Schedule A1 of the Trade Union and Labour Relations (Consolidation)Act 1992 presents a timely opportunity to evaluate the CentralArbitration Committee’s (CAC) work in administering therecognition procedure. This article analyses the CAC’sinterpretive approach in three aspects of the recognition procedure:the ‘majority support likely’ threshold in determiningthe admissibility of the union’s recognition claim, thecontours of the bargaining unit, and deciding whether to ordera ballot in situations where the union already has majoritymembership amongst the workers in the bargaining unit. In eachof these contexts, the article concludes that the CAC is resolvingongoing interpretive disputes in a manner that is sensitiveto the underlying political values at stake.     

Ability, Effort, and Performance Among First-Year Law Students at Brigham Young University

This study considers the relationships between first-year law students' admission credentials, the amount of time they spend in study, and the grades they receive on examination. Findings include that there is a significant drop in effort during the first year, that while effort invested in study pays off in improved grades this effort is much less significant in explaining grades than is student ability as measured by LSAT and undergraduate grades, that students in the middle and bottom of the class are helped more by substantial study than are those in the top, that class attendance is much more valuable in raising grades than is equivalent time in other study, and that none of the various study techniques examined could be linked with major differences in results.     

The road to accreditation

The formation and initial efforts of the Academy of Criminal Justice Sciences Accreditation and Standards Committee are described. The rationale for the accreditation guidelines adopted by the Academy is explained. Further efforts of the Committee to achieve the goal of the designation of the Academy as the accreditation agency for postsecondary criminal justice education programs are set forth.