The Long Run Impacts of Merit Aid: Evidence from California's Cal Grant. CEPA Working Paper No. 16-13

Autor/inn/en	Bettinger, Eric; Gurantz, Oded; Kawano, Laura; Sacerdote, Bruce
Institution	Stanford Center for Education Policy Analysis (CEPA)
Titel	The Long Run Impacts of Merit Aid: Evidence from California's Cal Grant. CEPA Working Paper No. 16-13
Quelle	(2016), (50 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Merit Scholarships; Grants; State Aid; Eligibility; Grade Point Average; Family Income; Student Financial Aid; College Students; Regression (Statistics); Outcomes of Education; Educational Attainment; College Choice; Social Mobility; Cost Effectiveness; California + Suchen Sie Ihr Suchwort? Leistungsvergütung; Grant; Finanzielle Beihilfe; Eignung; Familieneinkommen; Studienfinanzierung; Studienförderung; Collegestudent; Regression; Regressionsanalyse; Lernleistung; Schulerfolg; Bildungsabschluss; Bildungsgut; Studienortwahl; Soziale Mobilität; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Kalifornien
Abstract	We examine the impacts of being awarded a Cal Grant, among the most generous state merit aid programs. We exploit variation in eligibility rules using GPA and family income cutoffs that are ex ante unknown to applicants. Cal Grant eligibility increases degree completion by 2 to 5 percentage points in our reduced form estimates. Cal Grant also induces modest shifts in institution choice at the income discontinuity. At ages 28-32, Cal Grant receipt increases by three percentage points the likelihood of living in California at the income discontinuity, and raises earnings by four percentage points at the GPA discontinuity. (As Provided).
Anmerkungen	Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: contactcepa@stanford.edu; Web site: http://cepa.stanford.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01