Performance-based Aid, Enhanced Advising, and the Income Gap in College Graduation: Evidence From a Randomized Controlled Trial

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aut.relation.endpage153
aut.relation.issue1en_NZ
aut.relation.journalEducational Evaluation and Policy Analysisen_NZ
aut.relation.startpage134
aut.relation.volume43en_NZ
aut.researcherErwin, Christopher
dc.contributor.authorErwin, Cen_NZ
dc.contributor.authorBinder, Men_NZ
dc.contributor.authorMiller, Cen_NZ
dc.contributor.authorKrauss, Ken_NZ
dc.date.accessioned2021-03-31T23:54:24Z
dc.date.available2021-03-31T23:54:24Z
dc.date.copyright2021en_NZ
dc.date.issued2021en_NZ
dc.description.abstractIncome gaps in college enrollment, persistence, and graduation raise concerns for those interested in equal opportunity in higher education. We present findings from a randomly assigned scholarship for low-income students at a medium-sized public 4-year university. The program focused solely on the first four semesters of enrollment and tied aid disbursements to modest academic benchmarks and enhanced academic advising. Meaningful decreases in time to degree appear to be driven by students with the lowest academic preparation and family income. Treated students took out approximately 20% less in student loans during the duration of the program. Participants also indicated high satisfaction with the program’s model of enhanced academic advising.
dc.identifier.citationEducational Evaluation and Policy Analysis, 43(1), 134–153. https://doi.org/10.3102/0162373720979180
dc.identifier.doi10.3102/0162373720979180en_NZ
dc.identifier.issn1935-1062en_NZ
dc.identifier.urihttps://hdl.handle.net/10292/14090
dc.publisherSAGE Publicationsen_NZ
dc.relation.urihttps://journals.sagepub.com/doi/10.3102/0162373720979180
dc.rightsUnder SAGE's Green Open Access policy, the Accepted Version of the article may be posted in the author's institutional repository and reuse is restricted to non-commercial and no derivative uses.
dc.rights.accessrightsOpenAccessen_NZ
dc.subjectAchievement gap; Counseling; Economics of education; Educational policy; Higher education; Postsecondary education; Econometric analysis; Experimental design; Experimental research
dc.titlePerformance-based Aid, Enhanced Advising, and the Income Gap in College Graduation: Evidence From a Randomized Controlled Trialen_NZ
dc.typeJournal Article
pubs.elements-id371111
pubs.organisational-data/AUT
pubs.organisational-data/AUT/Faculty of Business, Economics and Law
pubs.organisational-data/AUT/PBRF
pubs.organisational-data/AUT/PBRF/PBRF Business Economics and Law
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