Do College Instructors Matter? The Effects of Adjuncts and Graduate Assistants on Students' Interests and Success

One of the most pronounced trends in higher education over the last decade has been the increased reliance on instructors outside of the traditional full-time, Ph.D.-trained model. Nearly 43 percent of all teaching faculty were part-time in 1998, and at selective colleges, graduate assistant instructors teach over 35 percent of introductory courses. Critics argue that these alternative instructors, with less education and engagement within a university, are causing the quality of education to deteriorate and may affect student interest in a subject. However, little research exists to document these claims. This paper attempts to fill this void using a unique dataset of students at public, four-year colleges in Ohio. The paper quantifies how adjunct and graduate assistant instructors affect the likelihood of enrollment and success in subsequent courses. Because students with alternative instructors may differ systematically from other students, the paper uses two empirical strategies: course fixed effects and a value-added instructor model. The results suggest that adjunct and graduate assistant instructors generally reduce subsequent interest in a subject relative to full-time faculty members, but the effects are small and differ by discipline. Adjuncts and graduate assistants negatively affect students in the humanities while positively affecting students in some of the technical and professional fields.

Anonymous Needlework: Uncovering British Patchwork, 1680 - 1820

During the eighteen century there was a significant growth in patchwork materially and linguistically. It was the century when patchwork was stitched at all levels of society and has been identified as the time when patchwork moved out from the small domestic world of decorative sewing into the wider public sphere, leaving behind other needlework as it became embedded in the language and writing of the period. This research examines the social and cultural contexts relating to the making of patchwork in the long eighteenth century and in doing so contributes to the story of women and their material lives in the period. Noted for its longevity, surviving as a widespread practice across the century, patchwork was a democratic needlework that was practiced by any woman capable of stitching a variety of fabric pieces together to make a larger whole. A widespread understanding of the term and familiarity with the practice enabled it to be employed successfully in the literal and figurative language of the period. Patchwork was heralded as a fashionable activity in the early eighteenth century, but was later used to represent the ideal of the moral and capable housewife, devoted to her sewing skills and thrifty in her practice. The figurative style of the period allowed the simultaneous use of the word in differing ways so that patchwork was used both positively and negatively in literature, drama, critical review, political debate and theoretical discourse

Does Female Schooling Reduce Fertility? Evidence from Nigeria

The literature generally points to a negative relationship between female education and fertility. Citing this pattern, policymakers have advocated educating girls and young women as a means to reduce population growth and foster sustained economic and social welfare in developing countries. This paper tests whether the relationship between fertility and education is indeed causal by investigating the introduction of universal primary education in Nigeria. Exploiting differences by region and age, the paper uses differences-in-differences and instrumental variables to estimate the role of education in fertility. The analysis suggests that increasing education by one year reduces fertility by 0.26 births.

Addressing the Needs of Under-Prepared Students in Higher Education: Does College Remediation Work?

Each year, thousands of students graduate high school academically unprepared for college. As a result, approximately one-third of entering postsecondary students require remedial or developmental work before entering college-level courses. However, little is known about the causal impact of remediation on student outcomes. At an annual cost of over $1 billion at public colleges alone, there is a growing debate about its effectiveness. Who should be placed in remediation, and how does it affect their educational progress? This project addresses these critical questions by examining the effects of math and English remediation using a unique dataset of approximately 28,000 students. To account for selection biases, the paper uses variation in remedial placement policies across institutions and the importance of proximity in college choice. The results suggest that students in remediation are more likely to persist in college in comparison to students with similar test scores and backgrounds who were not required to take the courses. They are also more likely to transfer to a higher-level college and to complete a bachelor's degree.

The Connection between Government Aid and College Pricing

While most of the literature on the impact of financial aid policy focuses on the reactions of individuals, researchers have long theorized that the policies may also impact the behavior of postsecondary institutions. This paper sheds light on this issue by utilizing the Georgia HOPE Scholarship as a unique natural experiment. The effects on tuition pricing, room and board charge, and institutional financial aid awards are investigated by comparing colleges within Georgia to institutions outside of the state. The results suggest that four-year colleges in Georgia did increase student charges by raising price and reducing institutional aid These actions may have reduced the intended benefit of the HOPE Scholarship for recipients .while also inadvertently increasing prices .for the over 1 0~ 000 non-recipients attending Georgia colleges. However the response is not large enough to suggest that increases in aid explain the substantial growth in tuition prices during the past several decades

Does the Format of a Financial Aid Program Matter? The Effect of State In-Kind Tuition Subsidies

Does the format of a financial aid program influence how it affects college decisions? This paper examines this question by focusing on state appropriations to public postsecondary institutions. While these funds subsidize tuition costs for in-state students, the in-kind format of the aid an resulting price gap between public and private colleges could also affect choices between colleges. The paper analyzes this possible effect utilizing a conditional logistic choice model, which exploits extensive match-specific information between individuals and nearly 2,700 colleges. Using estimates of how price, quality, and distance influence college decisions, I examine the impact of several dissimilar state subsidy regimes and simulate how decisions would change if the aid were awarded in other ways. The results suggest that the level and distribution pattern of state subsidies strongly influence decisions. When in-kind subsidies are large, students appear to choose public colleges even if the gap in resources between public and private options is substantial. If the aid were instead distributed as a credit applicable to any in-state college, up to 29 percent more students would prefer to attend private four-year colleges. The results also suggest that the in-kind subsidies create incentives for students to favor public four-year colleges over two-year institutions.

The Impact of Federal Tax Credits for Higher Education Expenses

The 1997 creation of the Hope and Lifetime Learning Tax Credits marked a dramatic shift in the way in which federal support for college expenses is distributed to students and their families. Unlike other aid programs, the tax credits have exceptionally broad eligibility requirements, and there is a significant delay between when a recipient enrolls in college and when they receive the benefit. When introduced, the projected benefits of the tax credits were $9.7 billion, over fifty percent greater than the total amount spent at the time on the Pell Grant, the primary Federal grant program. This study examines the impact of the tax credits on students, families, colleges, and states. Using several data sources, I analyze the distribution of the benefits and the effect on enrollment decisions and college pricing. Analysis of tax return data suggests that what was intended to be a transfer to the middle class did benefit families with incomes between$30,000 and $75,000 the most. Insufficient tax liability due to low income levels and the interaction of the credits with other aid programs prevents many low-income individuals from qualifying for a benefit. Additionally, many eligible students did not claim a credit, particularly those from minority groups. Further analysis finds no evidence of increased postsecondary enrollment among eligible students in spite of the stated goal to increase access to higher education. On the other hand, some states and public institutions appear to have responded to incentives to increase the prices of colleges at which students face a low marginal cost. However, the results of this analysis are mixed and less conclusive.

Do Community Colleges provide a Viable Pathway to a Baccalaureate Degree?

Community colleges have become an important entryway for students intending to complete a baccalaureate degree. However, many question the viability of the transfer function and wonder whether students suffer a penalty for starting at a two-year institution. This paper examines how the outcomes of community college entrants compare to similar students who initially entered four-year institutions within the Ohio public higher education system. Using a detailed dataset, we track outcomes for nine years and employ multiple strategies to deal with selection issues: propensity score matching and instrumental variables. The results suggest that straightforward estimates are significantly biased, but even after accounting for selection, students who initially begin at a community college were 14.5 percent less likely to complete a bachelor's degree within nine years.