Student finances and campus-based financial aid: A structural model analysis of the persistence of high need freshmen

Voorhees, Richard A.

doi:10.1007/bf00992398

Cited by 25 publications

(17 citation statements)

References 18 publications

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“…For example, in some studies (Dowd 2004;Moline 1987) no significant relationship between grant and persistence/dropout is discovered, while in some other research (Paulsen and St. John 2002) low-income students are found to be negatively influenced by grant inadequacy. Regarding the effects of loans, a few studies demonstrate that Federal Perkins Loans/subsidized loans and dropout are negatively related (Dowd 2004;Voorhees 1985) while others maintain that loans have no impact (Peng and Fetters 1978) and still others (DesJardins et al 1999) find that loan-receivers are more likely to leave college before degree attainment. As information for the amount of aid is not available in the data, this study used a group of dichotomous variables indicating whether a student received a specific type of aid in each of the 6 years observed.…”

Section: Financial Aidmentioning

confidence: 96%

Exploring the Effects of Financial Aid on the Gap in Student Dropout Risks by Income Level

2007

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Using national survey data and discrete-time logit modeling, this research seeks to understand whether student aid mediates the relationship between parental income and student dropout behavior. Our analysis confirms that there is a gap in dropout rates for lowincome students compared with their upper income peers, and suggests that some types of aid are associated with lower risks of dropout. Thus, we examine the interaction between financial aid type and parental income to explore whether, and if so how, different types of aid may reduce the dropout gap by income level group. We find that the receipt of a Pell grant is related to narrowing the dropout gap between students from low-and middleincome groups, although overall the interaction between Pell grant and income is not significant. Loans and work-study aid both have similar effects on student dropout across all income groups. Methodologically, our results demonstrate the need to model dropout behavior temporally and to avoid main-effect bias by incorporating interaction effects.

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Section: Financial Aidmentioning

confidence: 96%

Exploring the Effects of Financial Aid on the Gap in Student Dropout Risks by Income Level

2007

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“…Grants, loans, and work-study each positively impact student persistence (Cofer and Somers, 1999;St. John, Kirschstein, and Noell, 1991;Voorhees, 1985).…”

Section: Economicmentioning

confidence: 99%

2004

ASHE‐ERIC High. Edu. Rept.

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C OLLEGE STUDENT DEPARTURE poses a long-standing problem to colleges and universities that attracts the interest of both scholars and practitioners. Approximately 45 percent of students enrolled in two-year colleges depart during their first year, and approximately one out of every fourth student departs from a four-year college or university (American College Testing Program, 2001). These departure rates varied little between (American College Testing Program, 2001. These rates of departure negatively affect the stability of institutional enrollments, budgets, and the public perception of the quality of colleges and universities. Braxton, Sullivan, and Johnson (1997) call this problem the "departure puzzle."The departure puzzle greatly interests scholars and practitioners for different reasons. Practitioners express an interest in solving this puzzle to manage the enrollments of their colleges and universities. This puzzle intrigues scholars because departure not only is a problem worthy of attention in its own right but also offers a window on the nature of the college student experience (Braxton, Sullivan, and Johnson, 1997). Through this window, a better understanding of the student college choice process and the effects of college on students may result. Moreover, the considerable energy expended by high school students, their parents, high school counselors, and college admissions officers in the college selection process also makes college student departure a puzzling phenomenon (Braxton, Sullivan, and Johnson, 1997).The departure puzzle has been the object of empirical attention for more than seventy years (Braxton, 2000a). During the past twenty-five years, considerable progress on understanding this puzzle has occurred (Braxton, 2000a). Understanding and Reducing College Student Departure Understanding and Reducing College Student DepartureSocial integration pertains to the extent of congruency between the individual student and the social system of a college or university. Tinto holds that social integration occurs both at the level of the college or university and at the level of a subculture of an institution (Tinto, 1975, p. 107). Social integration reflects the student's perception of his or her degree of congruence with the attitudes, values, beliefs, and norms of the social communities of a college or university.Tinto postulates that academic and social integration influence a student's subsequent commitments to the institution and to the goal of college graduation. The greater the student's level of academic integration, the greater the level of subsequent commitment to the goal of college graduation. Moreover, the greater the student's level of social integration, the greater the level of subsequent commitment to the focal college or university (Tinto, 1975, p. 110). The student's initial levels of commitments-institutional and graduation goal-also influence his or her levels of subsequent commitments. In turn, the greater the levels of both subsequent institutional commitment and commitment ...

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“…Several studies have also found that aid was positively associated with persistence (St. John, 1989;Somers and St. John, 1997;Voorhees, 1985). Other work has also sought to investigate how unmet financial need impacts student persistence (St. John, Andrieu, Oescher, and Starkey, 1994).…”

Section: Financial Aid Research Issues Particular To the Private Sectormentioning

confidence: 99%

Student Aid Issues at Private Institutions

Mulugetta¹,

Saleh²,

Mulugetta³

1997

New Drctns for Instit Rsrch

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Student finances and campus-based financial aid: A structural model analysis of the persistence of high need freshmen

Cited by 25 publications

References 18 publications

Exploring the Effects of Financial Aid on the Gap in Student Dropout Risks by Income Level

Exploring the Effects of Financial Aid on the Gap in Student Dropout Risks by Income Level

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Student Aid Issues at Private Institutions

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