Does Financial Aid Impact College Student Engagement?: Evidence from the Gates Millennium Scholars Program

Autor/inn/en	Boatman, Angela; Long, Bridget Terry
Titel	Does Financial Aid Impact College Student Engagement?: Evidence from the Gates Millennium Scholars Program
Quelle	In: Research in Higher Education, 57 (2016) 6, S.653-681 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-015-9402-y
Schlagwörter	Learner Engagement; Scholarships; Undergraduate Students; Minority Group Students; Community Involvement; Comparative Analysis; Regression (Statistics); Community Services; Success; Academic Persistence; Low Income Students; Graduation Rate; Student Financial Aid; Academic Achievement; Financial Needs; Grants + Suchen Sie Ihr Suchwort? Scholarship; Stipendium; Regression; Regressionsanalyse; Gemeindenahe Versorgung; Erfolg; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Schulleistung; Grant
Abstract	While increasing numbers of students have gained access to higher education during the last several decades, postsecondary persistence and academic success remain serious concerns with only about half of college entrants completing degrees. Given concerns about affordability and resources, policymakers and administrators wonder how financial aid impacts student outcomes, particularly among low-income students. We investigate this question looking at a range of outcomes beyond just academic performance by focusing on the Gates Millennium Scholars (GMS) Program, a generous grant program that provided a renewable scholarship to talented undergraduate students of color with financial need. We isolate the impact of financial aid on academic and community engagement by comparing the outcomes of GMS recipients to similar non-recipients who were likely to have comparably-high levels of motivation and potential for success. With information about the application process, we use similar applicants not selected for the award as a comparison group. We then employ a Regression Discontinuity research design to provide causal estimates of the effects of GMS. The results suggest that GMS recipients were more likely to engage with peers on school work outside of class. Additionally, GMS recipients were much more likely to participate in community service activities and marginally more likely to participate in other extracurricular activities than their non-GMS peers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01