Tuition Discounting and Socioeconomic Diversity at Larger Private Universities

Autor/inn/en	Reinoehl, Jason K.; Kowalski, Theodore J.
Titel	Tuition Discounting and Socioeconomic Diversity at Larger Private Universities
Quelle	In: Strategic Enrollment Management Quarterly, 3 (2015) 3, S.202-217 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-4750
DOI	10.1002/sem3.20070
Schlagwörter	Tuition; Higher Education; Correlation; Socioeconomic Status; Grants; College Freshmen; Private Colleges; Databases; Comparative Analysis; College Admission; Selective Admission; Predictor Variables; Student Diversity; Statistical Analysis; Educational Finance + Suchen Sie Ihr Suchwort? Unterweisung; Unterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Korrelation; Socio-economic status; Sozioökonomischer Status; Grant; Finanzielle Beihilfe; Studienanfänger; Privathochschule; Datenbank; Hochschulzugang; Hochschulzulassung; Zulassung; Bildungsselektion; Prädiktor; Statistische Analyse; Bildungsfonds
Abstract	Tuition discounting is a tactic deployed by many private four-year institutions as a means for enhancing either tuition revenue or institutional image. This study examines associations between "socioeconomic diversity" and two aspects of institutional grants--"freshman discount rate" and "freshman grant recipient discount rate"--at the 30 largest private not-for-profit schools in the Midwest. Figures from a national database for two time periods, 1999-2001 and 2008-2011, were averaged. Socioeconomic diversity was defined as the percentage of freshmen who received a federal Pell grant. Comparisons of the two time periods revealed that 73.3% of the schools increased socioeconomic diversity, but overall the increase across the study population was small (2.4%). Concurrently, most schools became more selective; freshman acceptance rate declined at 82.1% of the schools and the overall decrease for the study population was 7.3%. In both periods, associations between the socioeconomic diversity and each of the predictor variables (freshman discount rate and freshman grant recipient discount rate) were negative. Overall, the findings indicate that when institutional grant funds were given to a higher proportion of the freshman class, the size of the individual grants and socioeconomic diversity declined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01