More than Dollars for Scholars: The Impact of the Dell Scholars Program on College Access, Persistence and Degree Attainment

Although college enrollment rates have increased substantially over the last several decades, socioeconomic inequalities in college completion have actually widened over time. A critical question, therefore, is how to support low-income and first-generation students to succeed in college after they matriculate. We investigate the impact of the Dell Scholars Program which provides a combination of generous financial support and individualized advising to scholarship recipients before and throughout their postsecondary enrollment. The program's design is motivated by a theory of action that, in order to meaningfully increase the share of lower-income students who earn a college degree, it is necessary both to address financial constraints students face and to provide ongoing support for the academic, cultural and other challenges that students experience during their college careers. We isolate the unique impact of the program on college completion by capitalizing on an arbitrary cutoff in the program's algorithmic selection process. Using a regression discontinuity design, we find that although being named a Dell Scholar has no impact on initial college enrollment or early college persistence, scholars at the margin of eligibility are significantly more likely to earn a bachelor's degree on-time or six years after high school graduation. These impacts are sizeable and represent a nearly 25 percent or greater increase in both four- and six-year bachelor's attainment. The program is resource intensive. Yet, back-of-theenvelope calculations indicate that the Dell Scholars Program has a positive rate of return

How an artificially intelligent virtual assistant helps students navigate the road to college

Comprend des références bibliographiquesDeep reinforcement learning using convolutional neural networks is the technology behind autonomous vehicles. Could this same technology facilitate the road to college? During the summer between high school and college, college-related tasks that students must navigate can hinder successful matriculation. We employ conversational artificial intelligence (AI) to efficiently support thousands of would-be college freshmen by providing personalized, text message–based outreach and guidance for each task where they needed support. We implemented and tested this system through a field experiment with Georgia State University (GSU). GSU-committed students assigned to treatment exhibited greater success with pre-enrollment requirements and were 3.3 percentage points more likely to enroll on time. Enrollment impacts are comparable to those in prior interventions but with substantially reduced burden on university staff. Given the capacity for AI to learn over time, this intervention has promise for scaling personalized college transition guidance

Improving College Access in the United States: Barriers and Policy Responses

Socioeconomic gaps in college enrollment and attainment have widened over time, despite increasing returns to postsecondary education and significant policy efforts to improve access. We describe the barriers that students face during the transition to college and review the evidence on potential policy solutions. We focus primarily on research that examines causal relationships using experimental or quasi-experimental methods, though we draw upon descriptive evidence to provide context. Our review is distinctive in three respects. First, in addition to the literature on financial aid, we examine the evidence on informational and behavioral interventions, academic programs, and affirmative action policies intended to improve college access. Second, we incorporate a wealth of recent research not included in prior reviews. Finally, we conceptualize college access broadly, as including not just whether but also where students attend and whether they have access to college-level courses. We conclude with a discussion of implications for policy and research

In the Right Ballpark? Assessing the Accuracy of Net Price Calculators

Large differences often exist between a college’s sticker price and net price after accounting for financial aid. Net price calculators (NPCs) were designed to help students more accurately estimate their actual costs to attend a given college. This study assesses the accuracy of information provided by net price calculators. Specifically, we compare NPC estimates of financial aid to actual aid packages for a sample of low-income, first-time college students at seven postsecondary institutions which all utilize the federal template NPC. We find that NPC estimates of grant aid correlate highly with actual grant aid on average, but variation in individual financial aid packages among socioeconomically similar students can be substantial. We offer four recommendations. First, NPC aid estimates should include information on variability, and potentially, on sources of that variability. Second, a basic metric of academic merit such as SAT/ACT scores and GPA should be an optional addition to the federal template NPC. Third, institutions should update the data underlying their NPCs annually. Finally, we recommend that institutions use the “Explanations and Caveats” options on the federal NPC template to include additional information that may be helpful for students and families in anticipating their likely college aid and expenses. Our findings have implications for federal policy related to NPCs

Assessing Atlanta\u27s Place-Based College Scholarship

We investigate whether and how Achieve Atlanta’s college scholarship and associated services impact college enrollment, persistence, and graduation among Atlanta Public School graduates experiencing low household income. Qualifying for the scholarship of up to $5,000/year does not meaningfully change college enrollment among those near the high school GPA eligibility thresholds. However, scholarship receipt does have large and statistically significant effects on early college persistence (i.e., 14%) that continue through BA degree completion within four years (22%). We discuss how the criteria of place-based programs that support economically disadvantaged students may influence results for different types of students.https://scholarworks.gsu.edu/gpl_workingpapers/1003/thumbnail.jp

Trends in the Black-White Achievement Gap:Clarifying the Meaning of Within- and Between-School Achievement Gaps

We decompose black-white achievement gap trends between 1971 and 2004 into trends in within- and between-school differences. We show that the previous finding that narrowing within-school inequality explains most of the decline in the black-white achievement gap between 1971 and 1988 is sensitive to methodology. Employing a more detailed partition of achievement differences, we estimate that 40 percent of the narrowing of the gap through the 1970s and 1980s is attributable to the narrowing of within-school differences between black and white students. Further, the consequences for achievement of attending a high minority school became increasingly deleterious between 1971 and 1999.

Objective course placement and college readiness: evidence from targeted middle school math acceleration

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Allelic segregation and independent assortment in <i>T. brucei</i> crosses: proof that the genetic system is Mendelian and involves meiosis

The genetic system on Trypanosoma brucei has been analysed by generating large numbers of independent progeny clones from two crosses, one between two cloned isolates of Trypanosoma brucei brucei and one between cloned isolates of T. b. brucei and Trypanosoma brucei gambiense, Type 2. Micro and minisatellite markers (located on each of the 11 megabase housekeeping chromosomes) were identified, that are heterozygous in one or more of the parental strains and the segregation of alleles at each locus was then determined in each of the progeny clones. The results unequivocally show that alleles segregate in the predicted ratios and that alleles at loci on different chromosomes segregate independently. These data provide statistically robust proof that the genetic system is Mendelian and that meiosis occurs. Segregation distortion is observed with the minisatellite locus located on chromosome I of T. b. gambiense Type 2 and neighboring markers, but analysis of markers further along this chromosome did not show distortion leading to the conclusion that this is due to selection acting on one part of this chromosome. The results obtained are discussed in relation to previously proposed models of mating and support the occurrence of meiosis to form haploid gametes that then fuse to form the diploid progeny in a single round of mating