This journal article used a systematic review methodology to identify and summarize findings from studies that examined the effects of losing grant aid due to policy changes and students’ failure to meet renewal requirements. The studies reviewed show negative effects on student outcomes when grant aid was reduced or eliminated.
This journal article provides a review of causes and policy solutions of two equity problems: (a) Too many college students from disadvantaged backgrounds in the United States do not complete their coursework with any college credential, whereas others earn degrees or certificates with little labor market value; and (b) many of these students also struggle to pay for college, and some incur debts that they have difficulty repaying. Solutions include those focused on both individual students and institutional reform.
This journal article discusses findings from a study examining ASLOMP participant characteristics, experiences, and education and career outcomes.
This journal article explores whether community college websites are a useful medium for providing knowledge relevant to degree completion. The findings suggest that participants frequently encountered problems with finding and understanding information about degree selection and completion. The content analysis of these problems yields recommendations for improving the usability of community college websites for answering common questions about degree completion.
In this journal article, researchers estimate the effects of Washington’s College Bound Scholarship program on students’ high school grades, high school graduation, juvenile detention and rehabilitation, and incarceration in state prison during high school or early adulthood. The findings indicate insignificant and substantively small or negative effects on these outcomes, calling into question the rationale for such early commitment programs.
This journal article discusses a study that investigated the effect of the expanded availability of online curricula on persistence in the field and toward a degree. The findings suggest that for the average person, taking an online course has a negative effect on the probability of taking another course in the same field and on the probability of earning a degree.
This article presents findings from one component of a three-year exploratory study of four two-year, intensive bridge programs.
This journal article discusses a qualitative study of a college coach program introduced in 12 nonselective Chicago Public Schools in fall 2004. It describes how the coach program works and analyzes key aspects that may explain its positive relationship with college enrollment outcomes.
This journal article discusses a study that used data from the Integrated Postsecondary Education Data System and the Delta Cost Project to identify institutional predictors of bachelor’s degree completion rates for Pell Grant recipients and nonrecipients at public and private not-for-profit 4-year institutions. The results suggest that Pell Grant recipients are relatively concentrated in institutions with demographic and structural characteristics associated with lower completion rates, including lower SAT scores, enrollment, and residential intensity.
This article describes a randomized controlled trial study that assessed the impact of Early College High Schools on students’ high school graduation, college enrollment, and college degree attainment, as well as students’ high school experiences using extant data and survey data.