Student Heterogeneity and Financial Incentives in Graduate Education: Evidence from a Student Aid Reform

Autor/in	Sten-Gahmberg, Susanna
Titel	Student Heterogeneity and Financial Incentives in Graduate Education: Evidence from a Student Aid Reform
Quelle	In: Education Finance and Policy, 15 (2020) 3, S.543-580 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-3060
Schlagwörter	Graduate Students; Incentives; Student Financial Aid; Student Loan Programs; Student Characteristics; Gender Differences; Low Income Students; Socioeconomic Status; Parents; Employment Level; Wages; Educational Change; Foreign Countries; Norway + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Anreiz; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Eltern; Beschäftigungsgrad; Wage; Löhne; Bildungsreform; Ausland; Norwegen
Abstract	In this paper, I study heterogeneity in graduate students' responses to financial incentives. The incentive was given by a student aid reform in Norway that was intended to increase the proportion of students who graduate on time by offering a reduction of their student loan. Using a difference-in-difference strategy and detailed Norwegian register data, I find considerable variation in the treatment effect by student characteristics. Male students, students from low-income families, students in the middle of the ability distribution, and students with dependent children responded more strongly to the reform than others. Both employment rates and earnings of treated students were significantly reduced in the reform period, but the take-up of loans was not largely affected. In summary, male students mainly responded by reducing working hours, whereas female students largely exited employment. Students from lower socioeconomic backgrounds must have adapted through other channels than employment, earnings, or take-up of loans. Students with dependent children responded by increasing their take-up of loans. There is an understudied relationship between student characteristics and student behavior. By learning more about this relationship, it might be possible to design policies that affect student behavior more efficiently than the ones that are in place today. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01