Veterans Going to College: Evaluating the Impact of the Post-9/11 GI Bill on College Enrollment

Autor/in	Zhang, Liang
Titel	Veterans Going to College: Evaluating the Impact of the Post-9/11 GI Bill on College Enrollment
Quelle	In: Educational Evaluation and Policy Analysis, 40 (2018) 1, S.82-102 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373717724002
Schlagwörter	Federal Legislation; Surveys; Enrollment Trends; Access to Education; Higher Education; Veterans Education; Program Effectiveness; Age Differences; College Attendance; Statistical Analysis; Gender Differences; Regression (Statistics) + Suchen Sie Ihr Suchwort? Bundesrecht; Survey; Umfrage; Befragung; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Age; Difference; Age difference; Altersunterschied; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Statistische Analyse; Geschlechterkonflikt; Regression; Regressionsanalyse
Abstract	In this study, I used American Community Survey (ACS) 2005-2015 data to examine the enrollment effect of the Post-9/11 GI Bill; the analysis resulted in three main findings: First, although the New GI Bill has increased overall college enrollment by about 3 percentage points on average, the effect was much larger immediately after the bill's adoption and has waned in recent years, suggesting that part of the initial enrollment burst was due to the retrospective nature of the bill. Second, the New GI Bill has had a consistent and positive impact on college enrollment among veterans ranging from 20 to 60 years old. Because older individuals on average have lower enrollment rates than younger ones, it follows that the former are relatively more responsive to financial incentives. Third, I found consistent and positive enrollment effects across veterans of all levels of existing educational attainment, with the largest estimates observed among those already holding master's degrees. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01