The Effect of Loans on Students' Degree Attainment: Differences by Student and Institutional Characteristics

Abstract

In this article, Dongbin Kim investigates the relationship between undergraduate student loan debt and degree attainment. Using data from the Beginning Postsecondary Student (BPS) surveys in 1995–1996 and 2000–2001, she examines whether the relationship between debt and degree attainment is different for students with different parental income levels or racial/ethnic backgrounds, and for students attending different types of higher education institutions. Controlling for a range of individual and institutional characteristics, Kim uses hierarchical generalized linear modeling to find that higher student loan debt in the first year of college is associated with lower probabilities of degree completion among low-income and Black students. Her findings suggest that students' increased reliance on loans for financial aid may widen the income and racial/ethnic gaps in degree completion, despite the fact that a primary goal of financial aid is to narrow those gaps.

Understanding High School Students’ Willingness to Borrow to Pay College Prices

“…Although research has examined the consequences of borrowing for such aspects of students' postsecondary experiences as choice of college to attend (Kim, 2004), persistence and degree completion (DesJardins, Ahlburg & McCall, 2002;Dowd & Coury, 2006;Kim, 2007;St. John, 2003), and graduate school enrollment (Choy & Carroll, 2000;Ehrenberg, 1991;Fox, 1992;Monks, 2001;Perna, 2004;Weiler, 1991), prior research on students' perceptions of loans is limited in several respects.…”

Abandono, rendimiento académico y tutoría: una investigación de la Universidad de Padua

“…Possiamo così categorizzare i fattori soggettivi in: -Fattori caratterizzanti: differenze di genere (Arias Ortiz e Dehon, 2013; Barefoot, 2004;Charlton et al, 2006;DesJardins et al, 2002;O'Neill et al, 2011;Reason, 2009), di etnia (Arias Ortiz e Dehon, 2013Belloc et al, 2010;Lyons, 2004), relative al luogo di residenza (Dolton et al, 2003;Smith e Naylor, 2001) e all'età all'immatricolazione (Belloc et al, 2010;Charlton et al, 2006). -Fattori socio-culturali: legati alla famiglia di origine, alle condizioni economiche (Braunstein, Mc Grath, e Pescatrice, 2001;Cofer e Somers, 2001; Ishitani e Des Jardins, 2002), allo status di "studente lavoratore" (Dolton et al, 2003;Kim, 2007) e all'origine sociale (Latiesa, 1992). -Fattori psicologici personali: bassa autostima (Masjoan, 1989), influenza dell'"ottimismo" (Seligman, 1990;Snyder, 2002), autoefficacia (Kirton, 2000), autoregolazione (Zimmerman, 2000), motivazione (Landry, 2003), altre caratteristiche psicologiche come la capacità di superare gli ostacoli e le difficoltà (Landry, 2003) e difficoltà pregresse o circostanze di vita (Sinclair e Dale, 2000).…”

“…Abandono, rendimiento académico y tutoría: una investigación de la Universidad de Padua Lorenza Da re y renata CLeriCi http://dx.doi.org/10.6018/j/298551 -Fattori riguardanti la struttura del CdS: vicinanza dalla sede (Dolton et al, 2003;Smith e Naylor, 2001), numero chiuso e frequenza alle lezioni (Albalate et al, 2011), area scientifico-didattica di riferimento (Arias Ortiz e Dehon, 2013;Patrick, 2001), dimensione del corso (Arulampalam et al, 2004;Kim, 2007;Ryan, 2004;Titus, 2004). -Fattori riguardanti l'organizzazione universitaria e l'integrazione nel contesto universitario: integrazione nel contesto universitario (Landry, 2003;Metz, 2002;Smith e Naylor, 2001;Spady, 1970;Tinto, 1975), discrepanza tra aspettative iniziali e quelle reali (Metz, 2002), possibilità lavorative future (Luján e Resendiz, 1981).…”

An Analysis of Supports for Persistence for the Military Student Population

“…Studies into the impact of financial support on student persistence continue to yield conflicting results and most researchers agree that more study, especially of a longitudinal nature, is needed (Heller, 2010;La Nasa & Rogers, 2009;Pascarella, 2006). Some studies highlight the need to continue financial aid: especially for minority and poorer students, through degree completion (Chen, 2008;Kim, 2007;La Nasa & Rogers, 2009). Others note that student loans negatively impact persistence for these same students (Kim, 2007;Nora, Barlow, & Crisp, 2006).…”