Suchergebnisse

The number of 18 to 24-year-olds enrolled in college increases each year as greater emphasis continues to be placed on higher education. To pay for college, many students take out loans. In 2012, two-thirds of the seniors graduating with a bachelors degree from a public, four-year institution had taken out loans up from the 62% with loans in 2008 and the 46% in 1993. Americans seem to take it for granted that college students can and should use loans to pay at least some of the costs of higher education and loans do seem to work for students who borrow a reasonable amount, complete their degree programs, and obtain the high-paying jobs. This report suggests how federal policymakers should address the student debt crisis. ; Scholars Strategy Network

This article proposes a conceptual model for understanding the acquisition and use of information about college prices and financial aid. The model situates the process of acquiring and using information within several layers of context. Potential roles of four nested layers of context are discussed: habitus; the school and community context; the higher education context; and the broader social, economic, and policy context. Consideration of the model in light of available research suggests several potential explanations for differences across groups in the acquisition and use of information about college costs and financial aid.

High rates of academic remediation among college students suggest that many states have still not aligned high school and college curricular standards and assessments to ensure college readiness. One structure created by many states that is designed to improve this alignment is the P–20 Council. To understand why the lack of alignment persists despite the creation of this, and other, structures, this article draws on data collected through case studies of P–20 councils in ten states to explore these councils' origins, implementation, and outcomes. Analyses pay particular attention to the ways that state leaders contribute to these stages of the policy process. The analyses also point to situational characteristics that have limited the effects of P–20 councils on P–20 policy reform.

This article introduces a collection of empirical work that examines the role of state policy in promoting students' progression into and through higher education. We provide an overview of U.S. state policy innovations that have occurred in recent years and we identify both the challenges and opportunities associated with studying public policy and higher education attainment in the states. The article concludes by outlining the perspectives of the articles included in this collection and provides a synopsis of each.

This article reflects on the major themes that emerge in the studies presented in this volume, concentrating on implications for federal policy and future research. We emphasize that for future federal policy to be successful, it will need to be revamped in ways that are relatively nuanced, encouraging (among other things) enrollment and persistence to degree completion among students who might not otherwise take loans or go to college, protecting taxpayers and students against investments in low-performing colleges, making federal loan programs more understandable to students who need them, and reducing the risks of student loan nonrepayment. For future research we make numerous recommendations, including calls for attention to debt aversion, income-based loan repayment, and the effects of borrowing on a broad range of student outcomes.

This study utilizes qualitative research methods to explore the human capital benefits of one government-sponsored international scholarship program - Kazakhstan's Bolashak Scholars Program - and how program characteristics and other forces promote and limit these benefits. The findings raise a number of questions for policymakers, administrators, and researchers about how a government-sponsored international scholarship program should be structured so as to maximize human capital development for individuals and the sponsoring nation.

"Free college" has emerged in some states as a new approach for increasing educational attainment. But, these and other states have long had initiatives designed to improve college affordability. To inform how state free tuition programs may improve affordability, increase attainment, and close gaps across groups in attainment, this article begins by providing an overview of the role of state policy in promoting attainment, with particular attention to higher education finance policies. Recognizing the utility of examining free tuition policies within the larger state context, we describe recent initiatives in Tennessee, Oregon, and New York. Given their recent establishment, it is too early to conclude whether state-sponsored free tuition policies improve higher education attainment or close gaps in attainment across groups. We consider emerging and potential outcomes, building on themes drawn from across the three cases and research on other higher education finance policies. We conclude by offering questions to guide policy makers, practitioners, and researchers in further consideration of these policies.

Although "free tuition" programs are politically popular, some worry that these programs will exacerbate inequity. Scholars note that program outcomes depend on implementation, but few have probed the contextual conditions that contribute to differences in implementation or the consequences of implementation for equity. To address this knowledge gap, we draw on conceptual models of implementation fidelity and case studies of last-dollar, free tuition programs at four community colleges. The consequences of an implemented program for equity depend on program content and coverage and are moderated by programmatic and organizational conditions. For the studied programs, implemented content includes the financial award and non-financial academic supports. Coverage is determined by eligibility requirements. Program content and coverage are moderated by programmatic characteristics, including program goals and placement in the organizational structure, program staffing, and recruitment strategies. Organizational conditions, including sources and availability of funding, availability of synergistic programs, capacity for data collection and evaluation, and perceptions of the community college also moderate implementation. The results inform understanding of how to implement programs at community colleges that increase equity in particular contexts. ; Aunque los programas de "matrícula gratuita" son políticamente populares, a algunos les preocupa que estos programas exacerben la desigualdad. Los académicos señalan que los resultados del programa dependen de la implementación, pero pocos han investigado las condiciones contextuales que contribuyen a las diferencias en la implementación o las consecuencias de la implementación para la equidad. Para abordar esta brecha de conocimiento, nos basamos en modelos conceptuales de fidelidad de implementación y estudios de casos de programas de matrícula gratuita en cuatro colegios comunitarios. Las consecuencias de un programa implementado para la equidad dependen del contenido y la cobertura del programa y están moderadas por las condiciones programáticas y organizacionales. Para los programas de este estudio, el contenido implementado incluye el premio financiero y apoyos académicos no financieros. La cobertura está determinada por los requisitos de elegibilidad. El contenido y la cobertura del programa están moderados por las características programáticas, incluidas las metas del programa y la ubicación en la estructura organizativa, el personal del programa y las estrategias de contratación. Las fuentes y la disponibilidad de fondos, la disponibilidad de programas sinérgicos, la capacidad de recopilación y evaluación de datos y las percepciones del colegio comunitario también moderan la implementación. Los resultados informan la comprensión de cómo implementar programas en los colegios comunitarios que aumentan la equidad en contextos particulares. ; Embora os programas de "aulas grátis" sejam politicamente populares, alguns temem que esses programas exacerbem a desigualdade. Os estudiosos observam que os resultados do programa dependem da implementação, mas poucos investigaram as condições contextuais que contribuem para as diferenças na implementação ou as consequências da implementação para a equidade. Para abordar essa lacuna de conhecimento, contamos com modelos conceituais de fidelidade de implementação e estudos de caso de programas de ensino gratuito em quatro faculdades comunitárias. As consequências de equidade de um programa implementado dependem do conteúdo e da cobertura do programa e são moderadas por condições programáticas e organizacionais. Para os programas deste estudo, o conteúdo implementado inclui o prêmio financeiro e apoios acadêmicos não financeiros. A cobertura é determinada pelos requisitos de elegibilidade. O conteúdo e a cobertura do programa são moderados pelas características do programa, incluindo metas do programa e localização na estrutura organizacional, equipe do programa e estratégias de contratação. As fontes e disponibilidade de fundos, disponibilidade de programas sinérgicos, capacidade de coletar e avaliar dados e percepções de faculdades comunitárias também moderam a implementação. Os resultados informam a compreensão de como implementar programas em faculdades comunitárias que aumentem a equidade em contextos específicos.

Also known as free tuition, college promise programs are emerging across the United States as a potential mechanism for improving college access and affordability, Whether these initiatives are an effective use of resources depends on whether programs advance societal goals for equity and efficiency. Although some emerging research explores the role of program design, few studies have probed how program design and resource investments influence program outcomes, efficiency, and equity. To address this knowledge gap, this study draws on case studies of programs that offer free tuition to attend four community colleges. Findings illustrate how program outcomes, efficiency, and equity may be influenced by the criteria used to determine program eligibility and the resources invested in the financial award and other program components. We hope the findings are useful to policymakers and institutional leaders, as they strive to allocate resources to advance both efficiency and equity. ; American Educational Research Association