Paying for performance: the education impacts of a community college scholarship program for low-income adults

We evaluate educational outcomes from an experiment which randomly assigned performancebased scholarship eligibility to students on community college campuses. Scholarships were awarded in three payments each semester over the course of two semesters. Payments were tied to students meeting two conditions—enrolling at least half time and maintaining a “C” or better semester grade point average. We find that the program increased the likelihood a student was enrolled at the program institutions in both the first and second semesters after random assignment and increased the total number of credits attempted and earned each semester. One year after random assignment, program group students were more likely to persist at their program institution, and one and two years after random assignment, program group students had completed 3-4 credits more than the control group students. We find little evidence that program eligibility induced students to change the types of courses taken but some evidence that the program may have increased academic performance and effort conditional on enrollment.Education - Economic aspects ; Income

Paying for College Success: An Introduction to the Performance-Based Scholarship Demonstration

This policy brief describes a demonstration launched by MDRC in four states in 2008 to evaluate whether performance-based scholarships -- paid contingent on attaining academic benchmarks -- are an effective way to improve persistence and academic success among low-income college students. The demonstration builds on positive results from an earlier MDRC study in Louisiana

Rewarding Persistence: Effects of a Performance-Based Scholarship Program for Low-Income Parents

This report describes the impacts of a performance-based scholarship program with a counseling component on academic success and persistence among low-income parents. Students who participated in the program, which was operated at two New Orleans-area colleges as part of MDRC's multisite Opening Doors demonstration, were more likely to stay in school, get higher grades, and earn more credits

Turning the Tide: Five Years of Achieving the Dream in Community Colleges

In 2004, Lumina Foundation for Education launched “Achieving the Dream: Community Colleges Count,” a national initiative aimed at improving success among community college students, particularly low-income students and students of color. Now encompassing more than 130 institutions in 24 states and the District of Columbia, Achieving the Dream helps community colleges build a “culture of evidence” by using student records and other data to examine students’ performance over time and to identify barriers to academic progress. From there, community colleges are expected to develop intervention strategies designed to improve student outcomes; conduct further research on student progress; and bring effective programs to scale. As a result, it is anticipated that colleges will see measurable improvements over time in student outcomes, including increased progress through developmental education and college-level “gatekeeper” (introductory) courses, grades, persistence, and completion of credentials

Paying for Performance: The Education Impacts of a Community College Scholarship Program for Low-Income Adults

We evaluate the effect of performance-based incentive programs on educational outcomes for community college students from a random assignment experiment at three campuses. Incentive payments over two semesters were tied to meeting two conditions¿enrolling at least half time and maintaining a ¿C¿ or better grade point average. Eligibility increased the likelihood of enrolling in the second semester after random assignment and total number of credits earned. Over two years, program group students completed nearly 40 percent more credits. We find little evidence that program eligibility changed types of courses taken but some evidence of increased academic performance and effort

Do the Poor Pay More? An Empirical Investigation of Price Dispersion in Food Retailing

On the question of whether prices are higher in poor, urban neighborhoods, the prior research is decidedly mixed. This paper revisits the question by analyzing unpublished price-level data collected by the Bureau of Labor Statistics for construction of the Consumer Price Index. Using this large, statistically representative sample of stores in poor and af¿uent neighborhoods, I ¿rst estimate if a price difference exists. I then empirically test the major arguments in support of disparate prices such as differences in quality, operating and consumer search costs. I also explore the relationship between pricing strategies and the racial and ethnic composition of poor neighborhoods. I ¿nd that market prices are up to 6 percent less in poor neighborhoods after controlling for a variety of covariates. In addition, I ¿nd that poor, predominantly white and Hispanic neighborhoods experience signi¿cant discounts, while market prices in poor, predominantly black neighborhoods are comparable to those in af¿uent white areas

Are Prices Higher For the Poor in New York City?

Despite earlier evidence to the contrary, recent inquiries appear to reach a consensus that the poor pay more for food. However, these studies utilize samples drawn on the basis of prior knowledge of unfair pricing strategies, proximity of volunteer surveyors, or other non-random methods. This paper revisits the issue of price discrimination by analyzing price data collected using a stratified, random sample design to answer the question of whether prices are higher in poor, urban neighborhoods. Contrary to the recent literature, I ¿nd that market prices in poor neighborhoods are not higher than those in more af¿uent areas

Are Prices Higher For the Poor in New York City?

imperfect competition, price differential, supermarket, urban poor