Testimony of Judith A. Scott Before the Commission on the Future of Worker-Management Relations

Testimony_Scott_011994.pdf: 175 downloads, before Oct. 1, 2020

Information Constraints and Financial Aid Policy

One justification for public support of higher education is that prospective students, particularly those from underprivileged groups, lack complete information about the costs and benefits of a college degree. Beyond financial considerations, students may also lack information about what they need to do academically to prepare for and successfully complete college. Yet until recently, college aid programs have typically paid little attention to students' information constraints, and the complexity of some programs can exacerbate the problem. This chapter describes the information problems facing prospective students as well as their consequences, drawing upon economic theory and empirical evidence.

Pell Grants as Performance-Based Scholarships? An Examination of Satisfactory Academic Progress Requirements in the Nation's Largest Need-Based Aid Program

The Federal Pell Grant Program is the nation’s largest need-based grant program. While students’ initial eligibility for the Pell is based on financial need, renewal is contingent on meeting minimum academic standards similar to those in models of performance-based scholarships, including a grade point average (GPA) requirement and ratio of credits completed compared to those attempted. In this study, we describe federal satisfactory academic progress (SAP) requirements and illustrate the policy’s implementation in a statewide community college system. Using state administrative data, we demonstrate that a substantial portion of Pell recipients are at risk for Pell ineligibility due to their failure to meet SAP GPA or credit completion requirements. We then leverage the GPA component of the policy to explore the impacts of failure to meet standards on early college persistence and achievement, earning a credential, and transferring to a four-year college using two methodological approaches: regression discontinuity (RD) and difference-in-differences (DD). Our results across the two approaches are mixed, with the RD providing null estimates and the DD indicating some statistically significant impacts, including a negative effect on early college persistence. We conclude by discussing the implications for future research.Educational Leadership and Polic

Intersection of race and religion for youth in foster care: examining policy and practice

Religion and race are primary forces affecting both individuals' identities and social relations. Consequently, their impacts on child welfare systems, and the clients of the system, are important to understand. In addition to protections against discrimination on the basis of religion and race, positive affirmations and connection to relevant communities are also needed to achieve client well-being. This analysis examines both historical and contemporary approaches to addressing religion and race in child welfare policy and practice, with a particular focus on adolescent youth. Our primary focus is on Blacks and Christians because these groups have received predominant attention in the literature. We argue that because racial/ethnic and religious identity development are critical to adolescent well-being, race and religion must receive explicit and consistent attention in child welfare practice. Moreover, the importance of religion has often been overlooked, particularly in its intersection with race. Quality practice needs more explicit attention to religion, but this also raises cautions in the current political environment.Accepted manuscrip

Are There Net State Social Benefits or Costs from Legalizing Slot Machine Gambling?

The estimated impacts, benefits, and costs of legalizing slot machines in Maryland are analyzed. The analysis provides insight into the components and the total net benefits to the state and its citizens, the role of uncertainty, distributional impacts, and a basic tax alternative. The results forecast net benefits for Maryland both in comparison to doing nothing and in comparison to raising an equivalent amount in taxes. However, if revenue raised from the lower income population has a higher social cost, then doing nothing or raising taxes appears preferred.benefit-cost, gambling, regional, slots

Rich environments for active learning in action: Problem‐based learning

Rich Environments for Active Learning (REALs) are comprehensive instructional systems that are consistent with constructivist theories. They promote study and investigation within authentic contexts; encourage the growth of student responsibility, initiative, decision making and intentional learning; cultivate collaboration among students and teachers; utilize dynamic, interdisciplinary, generative learning activities that promote higher‐order thinking processes to help students develop rich and complex knowledge structures; and assess student progress in content and learning‐to‐learn within authentic contexts using realistic tasks and performances. Problem‐Based Learning (PBL) is an instructional methodology that can be used to create REALs. PBL's student‐centred approach engages students in a continuous collaborative process of building and reshaping understanding as a natural consequence of their experiences and interactions within learning environments that authentically reflect the world around them. In this way, PBL and REALs are a response to teacher‐centred educational practices that promote the development of inert knowledge, such as conventional teacher‐to‐student knowledge dissemination activities. In this article, we compare existing assumptions underlying teacher‐directed educational practice with new assumptions that promote problem solving and higher‐level thinking by putting students at the centre of learning activities. We also examine the theoretical foundation that supports these new assumptions and the need for REALs. Finally, we describe each REAL characteristic and provide supporting examples of REALs in action using PB

State Casket Sales and Restrictions: A Pointless Undertaking?

We utilize a new micro dataset of prices of funeral goods and services at individual funeral homes, plus data from the Census to examine the effects of state regulations that restrict entry into funeral goods market. In particular, some states have regulations that allow only licensed funeral homes to sell caskets, while others allow unlicensed retailers, such as Costco, to compete with funeral homes in the sale of caskets. However, as caskets and funeral services are complements, generally purchased in one-to-one proportions, it is not a priori clear that casket sale restrictions can expand the rent extraction capabilities of licensed funeral homes. Our results suggest that when courts lift funeral goods sales restrictions the prices of funeral goods fall but the prices of funeral services rise by nearly as much. Overall, our results support the "one monopoly rent" hypothesis; we do not find that overall funeral home revenues decline when funeral goods sales are lifted.

Perceptions of Low SES, High Academic Achievement Vietnamese Middle Grades Students of Factors that Have Contributed to Their School Achievement

This study examines the perceptions of low socioeconomonic status, high academic achievement Vietnamese middle grades students in the Vietnamese community with respect to the roles that their parents and communities play in supporting academic achievement. Previous research has established the positive relationships between parent involvement and student achievement, and between high SES and student achievement. However, this study explores the perceptions of high achieving middle grades students with low SES. Through focus group discussions and interviews, this study examines student achievement within the theoretical framework of social capital

The Cost of Complexity in Federal Student Aid: Lessons from Optimal Tax Theory and Behavioral Economics

The federal system for distributing student financial aid rivals the tax code in its complexity. Both have been a source of frustration and a focus of reform efforts for decades, yet the complexity of the student aid system has received comparatively little attention from economists. We describe the complexity of the aid system, and apply lessons from optimal tax theory and behavioral economics to show that complexity is a serious obstacle to both efficiency and equity in the distribution of student aid. We show that complexity disproportionately burdens those with the least ability to pay and undermines redistributive goals. We use detailed data from federal student aid applications to show that a radically simplified aid process can reproduce the current distribution of aid using a fraction of the information now collected.