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.

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.

This study uses data from the Integrated Postsecondary Education Data System and Delta Cost Project to identify institutional predictors of bachelor’s degree completion rates for Pell Grant recipients and nonrecipients at public and private not-for-profit 4-year institutions. Descriptive analyses show that Pell recipients are relatively concentrated in institutions with demographic and structural characteristics associated with lower completion rates, including lower SAT scores, enrollment, and residential intensity. Multivariate analyses show that controlling for demographic and structural characteristics explains the observed negative relationship between an institution’s representation of Pell Grant recipients and its completion rates for Pell recipients. At public 4-year institutions, per full-time equivalent expenditures on instruction and institutional grants are positively related to Pell completion rates, while net price for low-income students is negatively related, after controlling for demographic and structural characteristics.

This study uses web sphere analysis to examine the usability and usefulness of information that selected 4-year colleges and universities are providing about the costs of attendance via their net price calculators and cost-related websites. Using compliance with current and proposed federal requirements for net price calculators as a starting point, we draw on prior research to identify and explore indicators of the cost-related information that prospective students need, and the extent to which the 80 sampled institutions are providing it. The analyses show that some colleges and universities are not only failing to comply with federal mandates concerning net price calculators but also ignoring their ethical responsibility, as noted by the National Association of College Admission Counseling, “to provide complete, factual, and readily accessible information that will allow students and their counselors to make informed college comparisons and choices.”