Performance-Based Aid, Enhanced Advising, and the Income Gap in College Graduation: Evidence from a Randomized Controlled Trial

Autor/inn/en	Erwin, Christopher; Binder, Melissa; Miller, Cynthia; Krause, Kate
Titel	Performance-Based Aid, Enhanced Advising, and the Income Gap in College Graduation: Evidence from a Randomized Controlled Trial
Quelle	In: Educational Evaluation and Policy Analysis, 43 (2021) 1, S.134-153 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Erwin, Christopher)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373720979180
Schlagwörter	College Students; Low Income Students; Achievement Gap; Academic Advising; Equal Education; Enrollment; Student Financial Aid; Time to Degree; Family Income; Incentive Grants; Performance Based Assessment; Academic Achievement; Scholarships; College Credits; Program Effectiveness; Graduation; New Mexico + Suchen Sie Ihr Suchwort? Collegestudent; Akademischer Rat; Einschulung; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Familieneinkommen; Finanzieller Anreiz; Leistungsermittlung; Schulleistung; Scholarship; Stipendium; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Abschluss; Graduierung
Abstract	Income gaps in college enrollment, persistence, and graduation raise concerns for those interested in equal opportunity in higher education. We present findings from a randomly assigned scholarship for low-income students at a medium-sized public 4-year university. The program focused solely on the first four semesters of enrollment and tied aid disbursements to modest academic benchmarks and enhanced academic advising. Meaningful decreases in time to degree appear to be driven by students with the lowest academic preparation and family income. Treated students took out approximately 20% less in student loans during the duration of the program. Participants also indicated high satisfaction with the program's model of enhanced academic advising. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01