A Typology of State Financial Aid Grant Programs Using Latent Class Analysis

Custer, Bradley D.; Akaeze, Hope

doi:10.1007/s11162-019-09585-5

Cited by 7 publications

(12 citation statements)

References 38 publications

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“…Further, incarceration can have a lasting impact on an individual’s college and career aspirations. For example, incarceration and/or one’s conviction can be used to deny college admissions (Annamma 2018 ) and to restrict or deny financial aid eligibility for federal and many state programs (Custer and Akaeze 2019 ). This is important, given that the provision of financial aid has been shown to influence decisions for low-income, Black students and the growing population of formerly incarcerated students and students in prisons (Castro and Zamani-Gallaher 2018 ).…”

Section: Review Of Literaturementioning

confidence: 99%

The Limits of Choice: A Black Feminist Critique of College “Choice” Theories and Research

Perna

McLewis²,

Núñez

2021

Higher Education: Handbook of Theory and Research

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Research on the college decision-making process is extensive. However, fewer approaches have employed a critical lens to explore how power and its relation to students, schools, and higher education institutions shape students’ college pathways and trajectories. In this current chapter, Black Feminist Thought (Collins, Social Problems, 33(6):s14–s32, 1986; Collins, Black feminist thought: Knowledge, consciousness, and the politics of empowerment, Routledge, 2002) is employed to examine how intersecting systems of oppression (i.e., institutionalized racism, sexism, capitalism, etc.) and power shape the college “choice” process. I extend on previous literature on educational inequities to consider the structural forces that constrain educational opportunities. In particular, through the standpoint of Black women and girls, I rely on constructs such as the matrix of domination and controlling images to highlight the limits of college “choice.” The aim is to the examine the various ways “choice” is constrained for Black women and girls, in order to develop transformative mechanisms to improve access to adequate education, increase college participation, and enhance life opportunities. Findings include how narrow depictions of Black women and girls and the trope of the advantaged Black woman in education stifle educational opportunity.

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Section: Review Of Literaturementioning

confidence: 99%

The Limits of Choice: A Black Feminist Critique of College “Choice” Theories and Research

Perna

McLewis²,

Núñez

2021

Higher Education: Handbook of Theory and Research

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“…Specifically, this study found that the credit momentum policy through the 15 to Finish initiative are moderately predictive of academic outcomes at Indiana’s need-based, first dollar, TFCS program. This result is promising in the context of existing research on financial aid and free college tuition, which generally finds small positive impacts for enrollment or persistence with limited evidence on outcomes (Anderson et al, 2020 ; Bell, 2021 ; Bell & Gándara, 2021 ; Collier et al, 2020 ; Custer & Akaeze, 2021 ; Erwin & Binder, 2020 ; Gándara & Li, 2020 ; Gurantz, 2020 ; Kramer et al, 2018 ; Nguyen, 2019 , 2020 ; Page et al, 2019 ; Swanson & Ritter, 2020 ). However, the study and its limitations raised some important questions for additional research.…”

Section: Discussionmentioning

confidence: 70%

“…In addition, future research should explore how and why credit momentum practices are changing, and how performance-based funding (PBF) policies may be connected to the desire for performance-based financial aid in higher education (Ortagus et al, 2021 ). Moreover, new studies should examine the impact of performance-based financial aid on other types of students (e.g., adult students, military and public safety-affiliated students, rural students, single parent students, career and technical education students), and other institutional factors (e.g., intensity of employment, percentage of Pell recipients) that may affect the academic progression and graduation of low-income students (Custer & Akaeze, 2021 ; Leigh & González Canché, 2021 ).…”

Section: Future Researchmentioning

confidence: 99%

Do Credit Momentum Policies Through the 15 to Finish Improve Academic Progression and Completion of Low-Income, First-Generation Students? Evidence from a College Promise Program

Chan

2022

Res High Educ

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Credit momentum policies, or performance-based financial aid policies, have become increasingly popular among policymakers seeking to improve degree completion rates. This paper examines Indiana’s 30-credit-hour completion policy on first-time, full-time students who receive the Twenty-First Century Scholars (TFCS) Promise Program. Using administrative data from the Indiana University’s University Institutional Research and Reporting, representing 7842 low-income students who enrolled shortly before the policy was implemented, I use a difference-in-differences framework to explore the heterogeneous treatment effects of a credit (academic) momentum policy that was supported by the Complete College America 15 to Finish initiative on the academic progression and completion of promise scholarship recipients at Indiana University Bloomington and Indiana University-Purdue University, Indianapolis, compared to non-TFCS Pell recipients from the Fall 2011 cohorts through the Fall 2014 cohorts. I find some evidence to suggest that credit momentum policies are associated with small increases in cumulative credits and grades but had no effect on degree completion status (Year 4 Graduation Status, Year 6 Graduation Status). I also find evidence that TFCS female and first-generation recipients responded positively to the policy change but find no evidence that the policy affects promise recipients differently by race/ethnicity. While consistent with prior work on credit momentum, these findings are among the first to explore the academic performance of college promise recipients. Together, these findings indicate that credit momentum policies may improve academic progression and completion for low-income, first-generation students who receive a promise scholarship. Implications for policy and research are discussed.

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“…We considered other methods for typology studies used in HE research such as latent class analysis (LCA; e.g. Custer & Akaeze, 2019;Denson & Ing, 2014) and factor mixture modelling (FMM; e.g. Hatch & Bohlig, 2016).…”

Section: Methodsmentioning

confidence: 99%

Curricular integration of academic and vocational education: a theory-based empirical typology of dual study programmes in Germany

Mordhorst

Jenert

2022

High Educ

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In Germany, dual learning programmes are increasingly offered by higher education institutions. These programmes’ main characteristic and greatest challenge is their integration of academic and vocational learning. So far, this challenge has frequently been stated without specifying its exact nature and consequences for learners. The present study addresses this pedagogical research gap and examines the extent of variation in the degree of integration among dual study programmes. With reference to curriculum theory, the study develops an empirical typology of curricular integration in dual programmes. The data sample consists of 152 programmes at (dual) universities and universities of applied sciences. Data is analysed using hierarchical cluster analysis. Results indicate that the currently prevailing forms of curricular integration should best be differentiated according to five types. The five overlapping types of integration are located on a continuum ranging from parallelism through organisational linking to full curricular integration targeted immediately at students’ personal integration. The analysis confirms that there are problems with complying with integration standards set on the policy level. Above all, the study offers new insights on what marks the diverse integration landscape of dual study programmes. It proves that approaches to integration are more differentiated than previous research has shown.

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A Typology of State Financial Aid Grant Programs Using Latent Class Analysis

Cited by 7 publications

References 38 publications

The Limits of Choice: A Black Feminist Critique of College “Choice” Theories and Research

The Limits of Choice: A Black Feminist Critique of College “Choice” Theories and Research

Do Credit Momentum Policies Through the 15 to Finish Improve Academic Progression and Completion of Low-Income, First-Generation Students? Evidence from a College Promise Program

Curricular integration of academic and vocational education: a theory-based empirical typology of dual study programmes in Germany

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