One decade after high school completion, only 14 percent of low-income students in the United States have attained a bachelor’s degree, compared to 60 percent or more of their higher income peers. This stark difference is driven by gaps in both college access and college success, and it’s not explained away by differences in academic readiness for college. Recent research by Lindsay C. Page, Stacy S. Kehoe, Benjamin L. Castleman, and Gumilang Sahadewo examines how one “comprehensive support” program aims to make a difference.
Continue reading “Too many low-income college students don’t graduate, but a program that aims to address all challenges can help”
As the U.S. Department of Education proposes rolling back the Gainful Employment rules regulating for-profit and vocational education programs, accurate estimates of the earnings outcomes and debt incurred by students in these programs are essential for judging the merits of various policy options. Researchers Stephanie Riegg Cellini and Nicholas Turner generated comprehensive new estimates of the labor market outcomes and debt incurred by students in vocational certificate programs in the for-profit sector.
Continue reading “For-Profit Colleges—Students Pay More, Get Less”
Financial aid can affect who goes to college. But how does financial aid affect students already in college who would attend even without the aid? In a new study, Jeffrey T. Denning (Brigham Young University) examines the effect of additional financial aid on these students. He finds that additional aid speeds up graduation for university seniors and increases persistence to the next year for sophomores and juniors.
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In “Gainfully employed? New evidence on the earnings, employment, and debt of for-profit certificate students,” Stephanie Riegg Cellini (Brown Center on Education Policy) reports on her work with Nicholas Turner (Federal Reserve Board of Governors). They studied 14 years of earnings for more than 800,000 federally aided certificate students to determine how well for-profit schools are doing.
Continue reading “For-Profit Schools Are Not Improving the Earnings of Their Graduates”
Researchers Stacy S. Kehoe and Lindsay C. Page unpack the implications of their Dell Scholars research in an article for Education Next. They find that the Dell Scholars Program improves students’ college persistence, academic performance, and likelihood of earning a bachelor’s degree.
Continue reading “Education Next Highlights JHR Dell Scholars Article”
The choice of college major can have big implications for students’ long-term outcomes, such as lifetime earnings, but researchers have limited evidence on what helps shape this decision. New research by Christopher Avery (Harvard University), Oded Gurantz (Stanford University, College Board), Michael Hurwitz (College Board), and Jonathan Smith (Georgia State University) examined how Advanced Placement (AP), a national program that exposes high school students to a college-level curriculum, shapes students’ choice of college major.
Continue reading “AP Exam Scores Impact College Major Choice”