Full Citation
Title: How Does the 15 to Finish Initiative Affect Academic Outcomes of Low-Income, First-Generation Students? Evidence from a College Promise Program in Indiana
Citation Type: Miscellaneous
Publication Year: 2019
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DOI: 10.2139/ssrn.3319082
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Abstract: As the cost of college tuition has increased, policymakers and practitioners have begun to examine the proliferation of college promise programs (i.e., tuition-free grant programs) across the United States (Complete College America (CCA), 2018). College promise programs have long benefited underrepresented college students with regards to access, persistence, and success; however, some argue that tuition-free grant programs with credit hour and grade point average (GPA) requirements inadvertently benefit non-minority students, suggesting that state and local policies that financially support underserved groups vary in terms of design, implementation and outcomes (e.g., college completion, degree attainment) (Mishory, 2018b; Perna & Leigh, 2018a). The purpose of this paper is to determine what effect a statewide financial aid policy has on the academic outcomes of promise program recipients at two 4-year public research university, Indiana University Bloomington (IUB) and Indiana University-Purdue University, Indianapolis (IUPUI). The study examines the implementation of and subsequent policy change to the early-commitment college promise program, Indiana Twenty-First Century Scholarship (TFCS) Program. Using administrative data of 129,327 observations representing 64,031 low-income students who enrolled between 2010 and 2017 from the Indiana Management Performance Hub (MPH) , this longitudinal study employs a quasi-experimental design (Difference-in-Differences, or DiD) to explore the relationship between the implementation of the Indiana Code . . .
Url: https://www.ssrn.com/abstract=3319082
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Authors: Chan, Roy Y.
Publisher: Indiana University Bloomington
Data Collections: IPUMS NHGIS
Topics: Education
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