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Harvey S Rosen - One of the best experts on this subject based on the ideXlab platform.
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does generosity beget generosity alumni giving and undergraduate Financial Aid
Social Science Research Network, 2012Co-Authors: Jonathan Meer, Harvey S RosenAbstract:We investigate how undergraduates' Financial Aid packages affect their subsequent donative behavior as alumni. The empirical work is based upon micro data on alumni giving at an anonymous research university. We focus on three types of Financial Aid, scholarships, loans, and campus jobs. A novel aspect of our modeling strategy is that, consistent with the view of some professional fundraisers, we allow the receipt of a given form of Aid per se to affect alumni giving. At the same time, our model allows the amount of the support to affect giving behavior nonlinearly.Our main findings are: 1) Individuals who took out student loans are less likely to make a gift, other things being the same. We conjecture that this phenomenon is caused by an "annoyance effect" -- alumni resent the fact that they are burdened with loans. 2) Scholarship Aid reduces the size of a gift, but has little effect on the probability of donating. The negative effect of receiving a scholarship on donations decreases in absolute value with the size of the scholarship. We do not find any evidence that scholarship recipients give less because they have relatively low incomes post graduation. 3) Aid in the form of campus jobs does not have a strong effect on donative behavior.
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does generosity beget generosity alumni giving and undergraduate Financial Aid
Research Papers in Economics, 2011Co-Authors: Jonathan Meer, Harvey S RosenAbstract:We investigate how undergraduates? Financial Aid packages affect their subsequent dona-tive behavior as alumni. The empirical work is based upon a rich set of micro data on alumni giving at an anonymous research university, which we call Anon U. We focus on three types of Financial Aid, scholarships, loans, and campus jobs. A novel aspect of our modeling strategy is that, consistent with the view of some professional fundraisers, we allow the receipt of a given form of Aid per se to affect alumni giving. At the same time, our model allows the amount of the support to affect giving behavior nonlinearly. Our main findings are: 1) Individuals who took out student loans are less likely to make a gift, other things being the same. Further, individuals who take out large loans make smaller con-tributions as alumni, conditional on making a gift. This effect is unlikely to be due to the fact that repaying the loan reduces the alumnus?s capacity to give. We conjecture that, rather, it is caused by an ?annoyance effect? ? alumni resent the fact that they are burdened with loans. 2) Scholar-ship Aid reduces the size of a gift, conditional on making a gift, but has little effect on the proba-bility of making a donation. Students who received scholarships are also less likely to be in the top 10 percent of givers in their class in a given year. The negative effect of receiving a scholar-ship on the amount donated decreases in absolute value with the size of the scholarship. Again, we do not find any evidence of income effects, i.e., that scholarship recipients give less because they have relatively low incomes post graduation. 3) Aid in the form of campus jobs does not have a strong effect on donative behavior.
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Financial Aid packages and college enrollment decisions an econometric case study
The Review of Economics and Statistics, 2006Co-Authors: David M Linsenmeier, Harvey S Rosen, Cecilia Elena RouseAbstract:We study the effects of a change in Financial Aid policy introduced by an anonymous university in 1998. Prior to that time, the university's Financial Aid packages for low-income students consisted...
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Financial Aid packages and college enrollment decisions an econometric case study
Social Science Research Network, 2002Co-Authors: David M Linsenmeier, Harvey S Rosen, Cecilia Elena RouseAbstract:We study the effects of a change in Financial Aid policy introduced by a Northeastern university in 1998. Prior to that time, the university's Financial Aid packages for low-income students consisted of grants, loans, and campus jobs. After the change, the entire loan portion of the package for low-income students was replaced with grants. We find the program increased the likelihood of matriculation by low-income students by about 3 percentage points, although the effect is not statistically significant. The effect among low-income minority students was between 8 and 10 percentage points and statistically significant at the 10 percent level.
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Financial Aid packages and college enrollment decisions an econometric case study
Research Papers in Economics, 2001Co-Authors: David M Linsenmeier, Harvey S Rosen, Cecilia Elena RouseAbstract:We study the effects of a change in Financial Aid policy introduced by a Northeastern university in 1998. Prior to that time, the university s Financial Aid packages for low income students consisted of grants, loans, and campus jobs. After the change, the entire loan portion of the package for low-income students was replaced with grants. We find the program increased the likelihood of matriculation by low-income students by about 3 percentage points, although the effect is not statistically significant. The effect among low-income minority students was about twice that size and statistically significant at the 10 percent level.
Cecilia Elena Rouse - One of the best experts on this subject based on the ideXlab platform.
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Financial Aid packages and college enrollment decisions an econometric case study
The Review of Economics and Statistics, 2006Co-Authors: David M Linsenmeier, Harvey S Rosen, Cecilia Elena RouseAbstract:We study the effects of a change in Financial Aid policy introduced by an anonymous university in 1998. Prior to that time, the university's Financial Aid packages for low-income students consisted...
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Financial Aid packages and college enrollment decisions an econometric case study
Social Science Research Network, 2002Co-Authors: David M Linsenmeier, Harvey S Rosen, Cecilia Elena RouseAbstract:We study the effects of a change in Financial Aid policy introduced by a Northeastern university in 1998. Prior to that time, the university's Financial Aid packages for low-income students consisted of grants, loans, and campus jobs. After the change, the entire loan portion of the package for low-income students was replaced with grants. We find the program increased the likelihood of matriculation by low-income students by about 3 percentage points, although the effect is not statistically significant. The effect among low-income minority students was between 8 and 10 percentage points and statistically significant at the 10 percent level.
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Financial Aid packages and college enrollment decisions an econometric case study
Research Papers in Economics, 2001Co-Authors: David M Linsenmeier, Harvey S Rosen, Cecilia Elena RouseAbstract:We study the effects of a change in Financial Aid policy introduced by a Northeastern university in 1998. Prior to that time, the university s Financial Aid packages for low income students consisted of grants, loans, and campus jobs. After the change, the entire loan portion of the package for low-income students was replaced with grants. We find the program increased the likelihood of matriculation by low-income students by about 3 percentage points, although the effect is not statistically significant. The effect among low-income minority students was about twice that size and statistically significant at the 10 percent level.
Jeffrey T Denning - One of the best experts on this subject based on the ideXlab platform.
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born under a lucky star Financial Aid college completion labor supply and credit constraints
Journal of Human Resources, 2019Co-Authors: Jeffrey T DenningAbstract:Financial Aid can affect both college enrollment and graduation. The effects on graduation can be driven by students being induced to enroll by Financial Aid, students who would have enrolled anyway graduating as a result of the Financial Aid, or both. This study isolates the effect of Financial Aid on the second group by examining a change in Aid that did not change enrollment. I study a discontinuous change in the amount of Aid available to students who meet the age cutoff for Financial independence. I find that additional Aid causes some university seniors to graduate one year earlier. [ABSTRACT FROM AUTHOR]
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born under a lucky star Financial Aid college completion labor supply and credit constraints
Social Science Research Network, 2017Co-Authors: Jeffrey T DenningAbstract:Higher education has experienced many changes since the 1970s, including an increase in the price of college, an increase in student employment during college, a decrease in college completion rates, and an increase in time to degree. This paper ties these trends together by causally linking changes in Financial Aid with time to degree and student employment during college. I find that additional Financial Aid accelerates graduation for university seniors because they increase credits attempted and reduce earnings while in college. In reaching this finding, I use administrative education and earnings data to examine a discrete change in the amount of federal Financial Aid available to Financially independent students. The estimates in this paper imply that roughly 50 percent of the observed increase in time to degree can be explained by changes in tuition.
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born under a lucky star Financial Aid college completion labor supply and credit constraints
Research Papers in Economics, 2017Co-Authors: Jeffrey T DenningAbstract:Financial Aid has been shown to affect student outcomes from enrollment to graduation. However, effects on graduation can be driven either by marginal students induced to enroll by Financial Aid, or by inframarginal students who would have enrolled anyway but received additional Financial Aid. This paper identifies the effect of Financial Aid on inframarginal students rather than the combined effect on marginal and inframarginal students by examining a change in Financial Aid that did not change enrollment. I find that additional Financial Aid accelerates graduation for university seniors and increases persistence for sophomores and juniors. To do this, I examine a discrete change in the amount of federal Financial Aid available to Financially independent students. I find that Financial Aid received by needier students is more likely to positively affect educational outcomes.
Stephen L Desjardins - One of the best experts on this subject based on the ideXlab platform.
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predicting law school enrollment the strategic use of Financial Aid to craft a class
Social Science Research Network, 2017Co-Authors: Heeyun Kim, Meghan Oster, Natsumi Ueda, Stephen L DesjardinsAbstract:In this study, we explore what factors predict student decisions to enroll at law schools and how the probability of enrollment varies across students with various profiles and conditions. To find the predictors of enrollment and differences in the probability of enrollment across groups, we employ a logistic regression model using the institutional data obtained from one of the top-ranked law schools in the nation. After estimating the logistic regression model, the probabilities of enrollment are calculated for students with specific profiles and conditions based on the coefficients generated by the logistic regression analysis. The findings reveal many factors that are associated with the probability of enrollment at this law school. Particularly, students with higher academic qualifications, underrepresented minority status, the most selective undergraduate school, STEM background, and previous applicant status have a lower probability of enrollment compared to their respective counterparts. Simulation analysis findings show that the increase in Financial Aid does not increase the probability of enrollment for URM students and that out-of-state and international students are more sensitive to Financial Aid increases than in-state students. Admissions and enrollment management offices at individual institutions could apply this exercise with their own data to understand who is more or less likely to enroll and how their students with various profiles respond differently to various Financial Aid offers and recruitment efforts. It is our hope that this article is used as an example to other law schools to leverage their institutional data to create enrollment models that will help make more effective admission decision making.
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investigating the impact of Financial Aid on student dropout risks racial and ethnic differences
The Journal of Higher Education, 2010Co-Authors: Rong Chen, Stephen L DesjardinsAbstract:This study focuses on the differences in college student dropout behavior among racial/ethnic groups. We employ event history methods and data from the Beginning Postsecondary Students (BPS) and National Postsecondary Student Aid Study (NPSAS) surveys to investigate how Financial Aid may differentially influence dropout risks among these student groups
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exploring the effects of student expectations about Financial Aid on postsecondary choice a focus on income and racial ethnic differences
Research in Higher Education, 2009Co-Authors: Jiyun Kim, Stephen L Desjardins, Brian P MccallAbstract:This study investigates how the expectations of different types of Financial Aid affect the student college choice process from application through enrollment. We find that students from different race and income groups respond differentially to Aid packages in their application and enrollment decisions depending on their levels of Aid expectations. In application behavior, Asians at all income levels increase their likelihood of application at a greater rate in response to an increase in their Aid expectations than other racial groups. Simulations indicate that enrollment probabilities decline more for African American and Hispanic students than whites and Asians when they expect to receive Financial Aid but do not. The findings suggest the particular importance of Financial Aid packages in the college choice process for underrepresented minority students.
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Exploring the Effects of Financial Aid on the Gap in Student Dropout Risks by Income Level
Research in Higher Education, 2008Co-Authors: Rong Chen, Stephen L DesjardinsAbstract:Using national survey data and discrete-time logit modeling, this research seeks to understand whether student Aid mediates the relationship between parental income and student dropout behavior. Our analysis confirms that there is a gap in dropout rates for low-income students compared with their upper income peers, and suggests that some types of Aid are associated with lower risks of dropout. Thus, we examine the interaction between Financial Aid type and parental income to explore whether, and if so how, different types of Aid may reduce the dropout gap by income level group. We find that the receipt of a Pell grant is related to narrowing the dropout gap between students from low- and middle-income groups, although overall the interaction between Pell grant and income is not significant. Loans and work-study Aid both have similar effects on student dropout across all income groups. Methodologically, our results demonstrate the need to model dropout behavior temporally and to avoid main-effect bias by incorporating interaction effects.
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an integrated model of application admission enrollment and Financial Aid
The Journal of Higher Education, 2006Co-Authors: Stephen L Desjardins, Dennis A Ahlburg, Brian P MccallAbstract:We jointly model the application, admission, Financial Aid determination, and enrollment decision process. We find that expectations of admission affect application probabilities, Financial Aid expectations affect enrollment and application behavior, and deviations from Aid expectations are strongly related to enrollment. We also conduct simulations on important policy variables.
Judith Scottclayton - One of the best experts on this subject based on the ideXlab platform.
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Financial Aid debt management and socioeconomic outcomes post college effects of merit based Aid
Journal of Public Economics, 2019Co-Authors: Judith Scottclayton, Basit ZafarAbstract:Abstract Prior research has demonstrated that Financial Aid can influence both college enrollments and completions, but less is known about its post-college consequences. This study is the first to link college and Financial Aid information to credit bureau data later in life, enabling us to examine the impacts of grant Aid on homeownership, neighborhood characteristics, and credit outcomes. We use a regression-discontinuity (RD) strategy to identify causal effects of the WV PROMISE scholarship, a broad-based state merit Aid program, up to 10 years after college-entry. The RD is imperfect because our sample is limited to college students and the scholarship program increased enrollment, but there is little evidence of selection on observables at the threshold. We find that scholarship recipients near the test score cutoff for eligibility are more likely to earn a graduate degree, are more likely to own a home and live in higher-income neighborhoods. Effects on annual earnings and credit outcomes are similarly positive, but imprecise. These positive effects are primarily due to substantial reductions in time to degree, rather than to reduced student debt upon graduation.
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Financial Aid debt management and socioeconomic outcomes post college effects of merit based Aid
National Bureau of Economic Research, 2016Co-Authors: Judith Scottclayton, Basit ZafarAbstract:Prior research has demonstrated that Financial Aid can influence both college enrollments and completions, but less is known about its post-college consequences. Even for students whose attainment is unaffected, Financial Aid may affect post-college outcomes via reductions in both time to degree and debt at graduation. We utilize two complementary quasi-experimental strategies to identify causal effects of the WV PROMISE scholarship, a broad-based state merit Aid program, up to 10 years post-college-entry. This study is the first to link college transcripts and Financial Aid information to credit bureau data later in life, enabling us to examine important outcomes that have not previously been examined, including homeownership, neighborhood characteristics, and Financial management (credit risk scores, defaults, and delinquencies). We find that even as graduation impacts fade out over time, impacts on other outcomes emerge: scholarship recipients are more likely to earn a graduate degree, more likely to own a home and live in higher-income neighborhoods, less likely to have adverse credit outcomes, and are more likely to be in better Financial health than similar students who did not receive scholarships.
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Financial Aid policy lessons from research
The Future of Children, 2013Co-Authors: Susan Dynarski, Judith ScottclaytonAbstract:Summary In the nearly fifty years since the adoption of the Higher Education Act of 1965, Financial Aid programs have grown in scale, expanded in scope, and multiplied in form. As a result, Financial Aid has become the norm among college enrollees. Aid now flows not only to traditional college students but also to part-time students, older students, and students who never graduated from high school. Today Aid is available not only to low-income students but also to middle- and even high-income families, in the form of grants, subsidized loans, and tax credits. The increasing size and complexity of the nation’s student Aid system has generated questions about effectiveness, heightened confusion among students and parents, and raised concerns about how program rules may interact. In this article, Susan Dynarski and Judith Scott-Clayton review what is known, and just as important, what is not known, about how well various student Aid programs work.
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Financial Aid policy lessons from research
National Bureau of Economic Research, 2013Co-Authors: Susan Dynarski, Judith ScottclaytonAbstract:In the nearly fifty years since the adoption of the Higher Education Act of 1965, Financial Aid programs have grown in scale, expanded in scope, and multiplied in form. As a result, Financial Aid has become the norm among college enrollees. The increasing size and complexity of the nation's student Aid system has generated questions about effectiveness, heightened confusion among students and parents, and raised concerns about how program rules may interact. In this article, we review what is known and what is not known about how well various student Aid programs work. We find evidence that lowering costs can improve college access and completion, but this general rule is not without exception. For example, the complexity of program eligibility and delivery appears to moderate the impact of Aid, and for students who have already decided to enroll, grants that link Financial Aid to academic achievement appear to boost college outcomes more than do grants with no strings attached. Future research is likely to focus on several issues: the importance of program design and delivery, whether there are unanticipated interactions between programs, and to what extent program effects vary across different types of students.
