Optimal College Financial Aid: Theory and Evidence on Free College, Early Commitment, and Merit Aid from an Eight-Year Randomized Trial. EdWorkingPaper No. 21-393

Autor/inn/en	Harris, Douglas N.; Mills, Jonathan
Institution	Annenberg Institute for School Reform at Brown University
Titel	Optimal College Financial Aid: Theory and Evidence on Free College, Early Commitment, and Merit Aid from an Eight-Year Randomized Trial. EdWorkingPaper No. 21-393
Quelle	(2021), (89 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Student Financial Aid; High School Students; Grade 9; Merit Scholarships; Academic Aspiration; Expectation; College Graduates; Graduation Rate; Two Year Colleges; Correctional Institutions; Institutionalized Persons; Pregnancy; Adolescents; Grade Point Average; Program Effectiveness; Student Behavior; Wisconsin (Milwaukee) + Suchen Sie Ihr Suchwort? Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; Leistungsvergütung; Expectancy; Erwartung; Hochschulabsolvent; Hochschulabsolventin; Jugendstrafvollzug; Schwangerschaft; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Student behaviour; Schülerverhalten
Abstract	We provide theory and evidence about how the design of college financial aid programs affects a variety of high school, college, and life outcomes. The evidence comes from an eight-year randomized trial where 2,587 high school ninth graders received a $12,000 merit-based grant offer. During high school, the program increased their college expectations and non-merit effort but had no effect on merit-related effort (e.g., GPA). After high school, the program increased graduation from two-year colleges only, apparently because of the free college design/framing in only that sector. But we see no effects on incarceration or teen pregnancy. Overall, the results suggest that free college affects student outcomes in ways similar to what advocates of free college suggest and making aid commitments early, well before college starts, increases some forms of high school effort. But we see no evidence that merit requirements are effective. Both the standard human capital model and behavioral economics are required to explain these results. (As Provided).
Anmerkungen	Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01