Becoming HOPEless in the 2-Year Sector

Autor/in	González Canché, Manuel S.
Titel	Becoming HOPEless in the 2-Year Sector
Quelle	In: Educational Policy, 37 (2023) 7, S.2051-2115 (65 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (González Canché, Manuel S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/08959048221120276
Schlagwörter	Two Year Colleges; Two Year College Students; Low Income Students; State Policy; Educational Policy; Merit Scholarships; Student Financial Aid; Policy Analysis; Outcomes of Education; Academic Achievement; College Credits; Academic Persistence; Graduation; Academic Probation; Retrenchment; Grants; Educational Change; Grade Point Average; Georgia + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Leistungsvergütung; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Politikfeldanalyse; Lernleistung; Schulerfolg; Schulleistung; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Abschluss; Graduierung; Grant; Bildungsreform
Abstract	Becoming HOPEless in the 2-year sector addresses the question: "what happens when a state-wide policy removes merit-based financial aid from low-income students making satisfactory academic progress?" To assess the magnitude of this HOPEless effect, we compared credits attempted, attained, and persistence and graduation indicators of HOPEless students against the outcomes of their not targeted/affected peers. Relying on multiple quasi-experimental analytic techniques (difference in differences [DD], DD in differences, Fuzzy regression discontinuity, and multi-treatment propensity score weighting), two mutually exclusive analytic samples (one longitudinal and one cross-sectional), and over one million observations across four academic years (2009-2010 to 2012-2013), we consistently found that HOPEless students realized worse outcomes and even persisted fewer terms/semesters than students on academic probation. The State saved about $150 million in lottery money (largely funded by lower-income households) but did so at the expense of 665,192 credit hours that would have been attained by HOPEless (low-income) students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01