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ABSTRACT: This study investigates how the expectations of different types of financial aid affect the student college choice process
from application through enrollment. We find that students from different race and income groups respond differentially to
aid packages in their application and enrollment decisions depending on their levels of aid expectations. In application behavior,
Asians at all income levels increase their likelihood of application at a greater rate in response to an increase in their
aid expectations than other racial groups. Simulations indicate that enrollment probabilities decline more for African American
and Hispanic students than whites and Asians when they expect to receive financial aid but do not. The findings suggest the
particular importance of financial aid packages in the college choice process for underrepresented minority students.
Research in Higher Education 04/2012; 50(8):741-774. · 1.39 Impact Factor
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ABSTRACT: This study investigates the impact that different financial aid packages have on student stopout, reenrollment, and graduation probabilities. The authors simulate how various financial aid packaging regimes affect the occurrence and timing of these events. Their findings indicate that the number and duration of enrollment and stopout spells affect graduation chances. Simulations conducted indicate that the way financial aid is packaged over students' academic careers can significantly affect their stopout, reenrollment, and subsequent graduation chances. (Contains 2 figures and 5 tables.)
Review of Higher Education, The 12/2009; · 1.32 Impact Factor
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Economics of Education Review 02/2006; 25(6):575-590. · 1.07 Impact Factor
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ABSTRACT: We present a multiple spells-competing risks model of stopout, dropout, reenrollment, and graduation behavior. We find that students who experience an initial stopout are more likely to experience subsequent stopouts (occurrence dependence) and are less likely to graduate. We also find evidence of the impact of the length of an initial spell on the probability of subsequent events (lagged duration dependence). We simulate the impacts of race, family income, and high school performance on student behavior and show that there are often very large differences between unadjusted rates of student outcomes and adjusted rates. Differences in student performance often ascribed to race are shown to be the result of income, age at entry, and high school performance.
01/2006; 25(6):575-590.
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ABSTRACT: This study uses the National Center for Education Statistics' postsecondary transcript file of the High School and Beyond/Sophomore Cohort to replicate the findings of Adelman's Answers in the Tool Box study. We use event history modeling to provide additional information about how a number of factors affect time to bachelor's degree attainment. Using a technique specifically designed to study temporal processes allows us to fully utilize the longitudinal nature of the transcript file data. We concur with many of Adelman's findings, although in several important instances our results differ from his.
Research in Higher Education 01/2002; 43(1):83-114. · 1.39 Impact Factor
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ABSTRACT: We use the estimates from a hazard model of college student departure to simulate how changes in financial-aid packaging affect students' departure decisions over time. We find that changing loans to scholarships, as Princeton has recently done, has a large impact on retention and that frontloading aid has a more modest impact. Our results also suggest that financial aid represents more to the student than just the dollar value of the aid offered. Increased knowledge about the temporal effects of different types of financial aid will help policy makers make more informed choices about the structure of financial aid packages.
Journal of Human Resources. 01/2002; 37(3):653-679.
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01/2002; 73(5):555-581.
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The Journal of Higher Education 73(5):555-581. · 1.15 Impact Factor
