Who Benefits from College Grant Aid and Why? Evidence from Texas
Who Benefits from College Grant Aid and Why? Evidence from Texas
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151112
- ISBN
- 9798382777108
- DDC
- 370
- 서명/저자
- Who Benefits from College Grant Aid and Why? Evidence from Texas
- 발행사항
- [Sl] : The University of Chicago, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 140 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
- 주기사항
- Advisor: Greenstone, Michael.
- 학위논문주기
- Thesis (Ph.D.)--The University of Chicago, 2024.
- 초록/해제
- 요약I use rich administrative data and several quasi-experiments in Texas to study which students benefit most from college grant aid and why. For "extensive-margin" students, grant aid causes enrollment in college, and therefore has potentially large benefits relative to these students' no-college counterfactual. In contrast, "intensive-margin" students would attend college even in the absence of additional aid, but nevertheless may benefit from additional financial support. The goal of this paper is to compare the costs and benefits of aid targeted at different groups of students and college sectors, and to understand the contributions of the intensive and extensive margins in shaping aid's overall effects. To do so, I leverage discontinuities in grant award rules which create variation in aid targeting three distinct populations: middle-income applicants to four-year colleges, low-income applicants to four-year colleges, and low-income applicants to community colleges. While these discontinuities provide exogenous variation in grant awards, I still encounter a common missing-data problem: my data contains all enrolled students, not all applicants, meaning that discontinuities in outcomes at the eligibility cutoff may conflate the causal effects of grants with compositional changes in enrolled students. I develop a bounding approach to overcome sample selection bias stemming from this missing-data problem. I find that grant aid targeted at low-income applicants to four-year colleges has large impacts on academic outcomes and students' future earnings. In sharp contrast, there is little overall effect of additional aid on academic outcomes and future earnings among middle-income applicants to four-year colleges and low-income applicants to community colleges. Across all three treatment margins, extensive-margin effects do not play a large positive role in determining the overall effects of grant aid.
- 일반주제명
- Education
- 일반주제명
- Education finance
- 키워드
- Grant aid
- 키워드
- Higher education
- 키워드
- Pell Grant
- 기타저자
- The University of Chicago Economics
- 기본자료저록
- Dissertations Abstracts International. 85-12A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520250211151112
■006m o d
■007cr#unu||||||||
■020 ▼a9798382777108
■035 ▼a(MiAaPQ)AAI31144531
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aGalperin, Michael.
■24510▼aWho Benefits from College Grant Aid and Why? Evidence from Texas
■260 ▼a[Sl]▼bThe University of Chicago▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a140 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-12, Section: A.
■500 ▼aAdvisor: Greenstone, Michael.
■5021 ▼aThesis (Ph.D.)--The University of Chicago, 2024.
■520 ▼aI use rich administrative data and several quasi-experiments in Texas to study which students benefit most from college grant aid and why. For "extensive-margin" students, grant aid causes enrollment in college, and therefore has potentially large benefits relative to these students' no-college counterfactual. In contrast, "intensive-margin" students would attend college even in the absence of additional aid, but nevertheless may benefit from additional financial support. The goal of this paper is to compare the costs and benefits of aid targeted at different groups of students and college sectors, and to understand the contributions of the intensive and extensive margins in shaping aid's overall effects. To do so, I leverage discontinuities in grant award rules which create variation in aid targeting three distinct populations: middle-income applicants to four-year colleges, low-income applicants to four-year colleges, and low-income applicants to community colleges. While these discontinuities provide exogenous variation in grant awards, I still encounter a common missing-data problem: my data contains all enrolled students, not all applicants, meaning that discontinuities in outcomes at the eligibility cutoff may conflate the causal effects of grants with compositional changes in enrolled students. I develop a bounding approach to overcome sample selection bias stemming from this missing-data problem. I find that grant aid targeted at low-income applicants to four-year colleges has large impacts on academic outcomes and students' future earnings. In sharp contrast, there is little overall effect of additional aid on academic outcomes and future earnings among middle-income applicants to four-year colleges and low-income applicants to community colleges. Across all three treatment margins, extensive-margin effects do not play a large positive role in determining the overall effects of grant aid.
■590 ▼aSchool code: 0330.
■650 4▼aEducation
■650 4▼aCommunity college education
■650 4▼aEducation finance
■653 ▼aCommunity college
■653 ▼aCost-benefit analysis
■653 ▼aGrant aid
■653 ▼aHigher education
■653 ▼aPell Grant
■690 ▼a0501
■690 ▼a0515
■690 ▼a0277
■690 ▼a0275
■71020▼aThe University of Chicago▼bEconomics.
■7730 ▼tDissertations Abstracts International▼g85-12A.
■790 ▼a0330
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17160759▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
