Lottery Funded Scholarships in Tennessee: Increased Access but Weak Retention for Minority Students

Autor/in	Menifield, Charles E.
Titel	Lottery Funded Scholarships in Tennessee: Increased Access but Weak Retention for Minority Students
Quelle	In: Journal of Education Finance, 38 (2012) 1, S.3-17 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-9495
Schlagwörter	Higher Education; School Holding Power; Grade Point Average; Evidence; Minority Groups; Minority Group Students; State Colleges; Scholarships; Learning Experience; Academic Persistence; Family Income; Graduation Rate; Student Financial Aid; Low Income; African American Students; College Entrance Examinations; Scores; Grants; Eligibility; Correlation; Academic Achievement; Teacher Student Relationship; Social Support Groups; Educational Strategies; College Faculty; Tennessee + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Evidenz; Ethnische Minderheit; Scholarship; Stipendium; Lernerfahrung; Familieneinkommen; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Niedriglohn; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Aufnahmeprüfung; Grant; Eignung; Korrelation; Schulleistung; Teacher student relationships; Lehrer-Schüler-Beziehung; Social support; Soziale Unterstützung; Lehrstrategie; Fakultät
Abstract	Student retention and low graduation rates are the most significant problems associated with state provided student aid. Evidence suggests that the problems are chronic to certain populations in state colleges and universities. This research examines lottery scholarship data to determine those factors that affect scholarship retention and graduation. Specifically, the fall 2007 lottery scholarship and financial aid data from the Tennessee Higher Education Commission indicate that low income African Americans and students who score low on the ACT are most likely to lose their scholarship at every undergraduate level. In addition, the data shows that high school GPA, undergraduate GPA, gender, Pell grant eligibility, adjusted gross family income, and student major are positively correlated with scholarship retention. These findings strongly suggest that while lottery funded scholarships promote access to higher education, they are insufficient for academic success for certain populations. Thus, if state and higher education institutions want to maintain higher levels of retention and a diverse student body, they should do much more than simply provide lottery scholarship funding. On the contrary, they should provide institutional support by creating mechanism that will positively affect student achievement. This includes establishing support groups, specialized learning communities, and innovative faculty/student relationships that accentuate the learning experience. (Contains 3 tables and 1 footnote.) (As Provided).
Anmerkungen	University of Illinois Press. 1325 South Oak Street, Champaign, IL 61820-6903. Tel: 217-244-0626; Fax: 217-244-8082; e-mail: journals@uillinois.edu; Web site: http://www.press.uillinois.edu/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10