Financial aid policies are widely used to foster access to higher education for low–income and underrepresented students. Prior research has documented the positive impacts of these programs on the outcomes of the students it intents to help (e.g., Mello, 2021; Londoño-Velez et al., 2020; Bleemer, 2021a; Black, Denning, & Rothstein, 2020). However, how the influx in the number of low–income and underrepresented students at selective institutions shape student outcomes is a somewhat overlooked aspect. Increasing the number of low–income and underrepresented students may come at the cost of reducing the overall academic performance of the group (Arcidiacono et al., 2015). Moreover, it could also lead to social segregation between wealthy and low–income and underrepresented students within the institution. This is an undesirable outcome, if we take into account the increasing evidence on the importance of social membership and networks for employment and overall social mobility (Marmaros & Sacerdote, 2002; S. D. Zimmerman, 2019; Michelman et al., 2021; Rivera, 2016).This dissertation starts by addressing two questions. First, what are the consequences of in- creasing the presence of low–income students at an elite college on students’ academic achieve- ment? And second, can this form of desegregation lead to more interactions between low–income and traditionally privileged students? To answers these questions, I focus on an Elite University in Colombia which experienced a large influx in its enrollment of low–income students, due to the implementation of a large financial aid program known as Ser Pilo Paga (SPP). The program induced plausibly random variation in the shares of low–income students within cohorts and across majors, which I use to examine how the changes in peers’ composition impacted the traditionally privileged students attending this elite institution. In the first chapter of this dissertation, I use administrative data from the Elite University and document how the influx in the share of low–income students led to significant achievement gaps between wealthy and low–income students. Then, I use a difference–in–difference research de- sign to examine the effect that this influx in low–income peers had on wealthy students academic performance and persistence. Overall, my results indicate the influx in low–income peers had no impact on the academic performance of the students traditionally attending this institution. Peer effects estimations suggest that the relatively low academic performance of low–income students had no impact on wealthy students. These findings complement those from Bleemer (2021a), who find college re–segregation has no impacts on the academic performance of White and Asian stu- dents. My results are also consistent with K–12 evidence showing desegregation policies have no impact on the students traditionally attending the desegregated schools (Angrist & Lang, 2004). In the second chapter, I examine whether the influx in the share of low–income peers at the Elite University led students to diversify their social interactions. I complement the administrative data and research design from the previous chapter with administrative records on students’ co– movements across campus captured by turnstiles located at all entrances. To validate the turnstile– elicited interactions, I use secondary survey data on social networks from a sub–sample of students at Elite University. The 9.5 percentage points average increase in the share of low–income peers at an entry cohort–major led wealthy students to double their connections with low–income peers. At least half of the increase in interactions between wealthy and low–income students, however, is explained by interactions of wealthy students with low–income but high–achieving students. These results suggest students diversify their interactions primarily among students with similar academic achievement levels. In the last chapter, I focus on a broader aspect of financial aid policies, and examine how student loans impact college and employment outcomes. In this chapter, my co–author and I are particularly interested in understanding the monetary returns to increasing investments in college education through student loans. To do so, we focus on a nation–wide student loan program in Colombia known as ACCES that covered 75 percent of the tuition cost for low–income students, and exploit rich administrative data to assess the impact of the loan. Importantly, the cost of tuition per semester is fixed for full–time students, regardless of the number of credits they take. The eligibility to the loan increased college enrollment by 9.6 percentage points, the number of semesters attained in 1.76 semesters, and college graduation in 15.4 percentage points. We also find evidence suggesting students with the loan had salaries 13 percent higher six years after high school graduation. To shed light on how student loans can lead to better salaries, we estimate the returns to additional college investments as captured by the marginal increase in college semesters found among loan recipients. We estimate a return to the additional college semester of 3.5 percent of the average daily salary. Sub–group analyses suggest much of the return to the additional semester of college is driven by college completion. This chapter contributes to the literature that has examined how relaxing credit constrains can have positive impacts on long–term outcomes by increasing human capital investments (e.g., Black, Denning, Dettling, et al., 2020; Cameron & Taber, 2004).

This dissertation includes three chapters focusing on policies directly related to improving college access and success. The first chapter focuses on lifetime eligibility of federal and state financial aid policies. The Pell Grant plays a critical role in helping students across the US to afford undergraduate education. In spite of its importance to the US system of higher education finance, relatively little is known about the optimal amount of time students should be eligible to receive Pell or other need-based grant aid programs. I exploit changes made during the Obama administration in 2012 that effectivelylowered the maximum lifetime eligibility for Pell from 9 to 6 years of full-time equivalent study. I use a student fixed effects model that estimates the impact of reductions in lifetime Pell eligibility on student enrollment and degree completion outcomes for community college and four-year college students at a large, urban public university system. Findings suggest that lower lifetime eligibility reduced the likelihood of student re-enrollment and lowered students’ academic performance. The policy change reduced the average amount of grant aid students received. Black and Hispanic students and community college entrants were most likely to be impacted by the policy change and attempted to offset declines in grant aid through increases in outside earnings. These results suggest that there are more effective policy levers to encourage enrollment through degree completion outside of the threat of financial aid loss. The second chapter centers on the role of guidance counselors in education production. Counselors are a common school resource for students navigating complicated and consequential education choices. However, most students have limited access to school counselors. We study one of the largest US policies to increase access to school counselors - California’s Supplemental School Counseling Program. The program increased the average number of high school counselors by .5 and reduced student to counselor ratios by about 40 students. Counselors hired as a result of the program had less experience on average. These changes led to modest increases in high school exit exam pass rates. Our findings hold important policy implications for schools to address persistent equity gaps in college access and rising concerns over students’ mental health. The third chapter offers further evidence on the efficacy and effectiveness of federal and state financial aid programs. I exploit discontinuities in the Pell Grant formula known as Automatic-Zero Estimated Family Contribution to estimate the effects of Pell Grant aid on community college student enrollment and financial and academic outcomes. I find suggestive evidence that increases in grant aid boost associate degree completion, but these increases do not translate into significantly higher bachelor’s degree completion rates or lower student debt burdens. These results fall in line with most of the empirical literature on Pell Grant aid effectiveness finding only modest effects of marginal increases in financial aid on degree completion. Findings further highlight the potential importance of combining efforts to improve financial aid programs with efforts to improve the transfer experience for degree-seeking, transfer-intending community college students.

The Migrant Education Program was enacted by Congress in 1966 as an amendment to the Elementary and Second Education Act of 1965. Today Title 1, Part C, of the No Child Left Behind Act of 2001 provides funding to states and subsequently to local educational agencies (LEAs) to provide educational programs and services to children of migratory farm workers. These funds are intended to enable these unique children to have access to state standards-based curriculum and to find success on standards-based assessments. This study examined the LEA utilization of funds awarded to the State of Florida under Title 1, Part C, from AY2007-09, identified the specific activities implemented by LEAs to meet the unique educational needs of the migrant students, and analyzed the impact of total student membership, total migrant entitlement, and concentration of migrant students relative to the total LEA student membership on the utilization of the funding. The study demonstrated that the Federal Office of Migrant Education policies and rules promulgated by the State of Florida channel funding away from educational activities for the students to non-academic expenditures. / by Robert W. Murray. / Vita. / Thesis (Ph.D.)--Florida Atlantic University, 2010. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2010. Mode of access: World Wide Web.

Thesis (MPA)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: The relevance of education to economic growth has been widely debated. The thesis argues that education is the core factor in knowledge and skills provision, which assist in production and economic growth and serves as a foundation to the realization of a developmental state. The thesis looks at the prospects of South Africa constructing a developmental state against its education system. The aim was to look at whether education policy in South Africa assists its quest to construct a developmental state. The research is guided by the specific research questions that wanted to look at different literature on what a developmental state is and what characterizes it. It further looked at whether education influences the construction of a developmental state and whether in South Africa education is responding well to the quest of constructing a developmental state. The study depends heavily on literature review, comparative study and interview. The literature study conceptualized and also presented characteristics of a developmental state from the perspective of Japan, South Korea and Taiwan (The Asian Tigers) and the South African context. Japan and South Korea’s perspective was compared with the South African one. The literature review also indicated the role of education in economic growth. The findings of this research from the comparative analysis indicated that South Africa is taking a totally different approach in its process of constructing a developmental state. Its process is underpinned by democratic values, non-industrialization approach, weak bureaucracy and interventionist approach. The process of constructing a developmental state is supported by various mechanisms and policies such as the New Growth Path (NGP). The challenge with the NGP is that it conceded to the fact that there is a serious need to improve in education and levels of skills in the country as they are a fundamental prerequisite for achieving many of the goals in the growth path. The contention is that both basic and higher education must equip all South Africans to participate in the country’s democracy and economy and must do more to meet the needs of national and international development imperatives. Again, the success of the NGP depends on major improvements in education (both basic and higher education) and skills levels which education is presently not providing. Education and skills are preconditions that should prepare South Africans to participate in economy so that the country should realize “broad-based development” through any means that will ensure economic growth. However, the education system and the skills based in the country are not responding well to assist in the fully realization of the NGP. This has negative effect to the prospects of growing the economy. The research highlights the relevance and role education plays in the economic development of a country. It highlights the challenge South Africa is faced with in its quest to construct a developmental state particularly with its education policies. With education being regarded as a significant propeller of economic growth, South Africa falls short in comparison to other countries, particularly the Asian Tigers. South Africa falls short mainly in the provision of education that provides the skills required in the modern economies. This means that there is a gap the education system in South Africa is failing to fill. Therefore the prospects of constructing in a developmental state in South Africa will continually face challenges if the education system within the country is not turned around to provide for the required skills. / AFRIKAANSE OPSOMMING: Die verband tussen onderwys en ekonomiese vooruitgang is al deeglik gedebateer. Hierdie tesis voer aan dat onderwys die kernfaktor is in die voorsiening van kennis en vaardighede wat vervaardiging en ekonomiese vooruitgang aanhelp en dien as die grondslag vir die totstandkoming van ’n ontwikkelingsstaat. Die tesis kyk of dit moontlik is vir Suid-Afrika om ’n ontwikkelingsstaat tot stand te bring met sy huidige onderwysstelsel. Die doel was om te sien of die huidige onderwysbeleidsrigting Suid-Afrika kan meehelp in sy soektog om ’n ontwikkelingsstaat daar te stel. Die navorsing word gerig deur spesifieke navorsingsvrae wat verskillende literatuur ondersoek het om te bepaal wat ’n ontwikkelingsstaat is en hoe dit gekarakteriseer word. Dit kyk ook verder of onderwys die daarstelling van ’n ontwikkelingsstaat beinvloed en of Suid-Afrika se onderwysstelsel goed reageer in strewe na die daarstelling van ’n ontwikkelingsstaat. Die studie steun sterk op die beskouing van literatuur, vergelykingstudies en onderhoude. Die literatuurstudie het ’n begrip en kenmerke van ’n ontwikkelingsstaat vanuit die perspektief van Japan, Suid-Korea en Taiwan (Die Asiaatiese Tiere) en die Suid-Afrikaanse verband voorgelê. Japan en Suid-Korea se perspektief was vergelyk met die van Suid-Afrika. Die literatuur beskouing het ook die rol van onderwys in ekonomiese vooruitgang aangedui. Die bevindings van hierdie navorsing nadat ’n vergelykende analise uitgevoer is, het aangedui dat Suid-Afrika ’n heel ander benadering volg in sy ontwikkelingsstaat daarsetellings proses. Die Suid-Afrikaanse proses word onderstut deur demokratiese waardes, nie-nywerheidsbenadering, swak burokrasie en ’n intervensionistiese-benadering. Die proses tot ’n ontwikkelingsstaat word ondersteun deur verskeie meganismes en beleidsrigtings soos die nuwe groeibaan (New Growth Path [NGP]). Die uitdaging met die NGP is dat dit alreeds onderskryf het dat daar ’n ernstige behoefte is aan ’n verbeterde onderwysstelsel en vaardigheidsvlakke in die land, want dit is grondvereistes om baie van die doelwitte in die NGP te bereik. Die standpunt is dat beide basiese- en hoëronderwys alle Suid-Afrikaners sal moet toerus om deel te neem in die land se demokrasie en ekonomie en sal meer moet doen te voldoening aan die behoeftes van nasionale en internasionale ontwikkelingsnoodsaaklikhede. Weereens, die sukses van die NGP maak staat op groot verbeterings in die onderwysstelsel (beide basiese- en hoëronderwys) en vaardigheidsvlakke wat die onderwysstelsel tans nie verskaf nie. Onderwys en vaardighede is voorvereistes om Suid-Afrika voor te berei om deel te neem in die ekonomie en derhalwe die land in staat te stel om “breed-gebaseerde ontwikkeling” te bereik op ‘n manier wat ekonomiese vooruitgang verseker. Die land se onderwysstelsel en vaardigheidsbasis reageer egter swak om die volle bereiking van die NGP te ondersteun. Dit het ’n negatiewe uitwerking op die vooruitsigte van ekonomiese vooruitgang. Die navorsing lig die belangrikheid en die rol wat onderwys in die ekonomiese ontwikkeling van ’n land speel uit. Die uitdagings wat Suid-Afrika het word uitgelig in sy soektog om ’n ontwikkelingsstaat op te stel veral ten opsigte van sy onderwysbeleidsrigtings. Met onderwys wat as ’n beduidende drywer geag word ten opsigte van ekonomiese vooruitgang, skiet Suid-Afrika te kort vergeleke met ander lande, veral met die Asiatiese Tiere. Suid-Afrika skiet hoofsaaklik ook te kort met die voorsiening van onderwys wat die vereiste vaardighede moet ontwikkel wat ’n moderne ekonomie benodig. Dit beteken dat daar ’n leemte in die Suid-Afrikaanse onderwysstelsel is. Die vooruitsigte om ’n ontwikkelingsstaat in Suid-Afrika te vestig sal voortdurend voor uitdagings te staan kom totdat die onderwysstelsel van die land reggeruk word om die vereiste vaardighede te ontwikkel.

"The problem of this thesis is a comparative study of the educational and economic status of fifty government-aided men in Denton, Texas and fifty employed laborers in the same city. The term 'government-aided men' refers to men who receive direct aid from Federal relief in order to live and to support their dependents. Many are members of the CCC camp; but others receive their aid from the old-age pension fund, from W.P.A. projects, or other Federal organizations. Laborers are interpreted as men who do not hold 'white-collared' jobs...educational status is used to indicate the highest grade completed in school...the term economic status means the income of the men under consideration..This study is confined to certain men in Denton, Texas, and deals with only male whites between the ages of 21 and 65 years. The problem is not concerned with what the state should do or should not do, nor does it lead to any solution of existing conditions. It is only hoped that the findings may shed some light on whether or not the educational and economic status of these men under consideration appear to have any correlation." --leaves 1-4.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-05-07T13:04:42Z No. of bitstreams: 1 Salete de Oliveira Domingos.pdf: 1887726 bytes, checksum: bac6220a0ba2202204a81093cc9c04c9 (MD5) / Made available in DSpace on 2018-05-07T13:04:42Z (GMT). No. of bitstreams: 1 Salete de Oliveira Domingos.pdf: 1887726 bytes, checksum: bac6220a0ba2202204a81093cc9c04c9 (MD5) Previous issue date: 2018-03-16 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / The purpose of this thesis is to address the following problem: “humanized education versus merchandise in private legal education in Brazil”. The hypothesis that the educator is one of the factors that can minimize the reflexes of massification and humanize this relationship between the student and the institution is a fundamental element for fulfilling the social function of private colleges. In order to reach the proposed objective, it is necessary to make historical considerations of legal education in Brazil and its influences on academic merchandise, for the trivialization of legal education and the marketing domain of private colleges. A marketing analysis test will be carried out based on the data available on public platforms such as INEP, considering the period from 1996 to 2016. From this analysis graphs are extracted to represent the growth of the academic market and to explore the socioeconomic factors that influenced this demand. It is also proposed as a specific objective to analyze the importance of technology as a new language and its consequences in the massification and quality of legal education. As a theoretical framework it is established that the democratization of legal education aims to make legal higher education accessible to all, however, as a result achieved requires an intellectual investment by the State, society and family, educator, educator and the awareness of private universities to promote the balance between profit making and the realization of the social function, as well as a restructuring in academic curricula to move away from dogmatic and approach humanization. Seeking to diminish the reflexes that are inherent in any and every perverse human massification. Regarding the questions of methodological bias, the use of the historical aspect, the deductive, hypothetical-deductive and dialectical method are emphasized. In the procedural field was used bibliographical and doctrinal research, legislative, documentary and research action. As for the approach will be used the qualitative technique / O propósito desta tese é enfrentar a seguinte problemática: “educação humanizada versus mercancia no ensino jurídico privado no Brasil”. Ao problema de tese formulado, levanta-se a hipótese – ao final confirmada – de que o educador é um dos fatores que pode minimizar os reflexos da massificação e humanizar essa relação entre o educando e a instituição, sendo elemento fundamental para cumprimento da função social das faculdades privadas. Para alcançar o objetivo proposto, necessário se faz a realização de considerações históricas do ensino jurídico no Brasil e suas influências para a mercancia acadêmica, para a banalização do ensino jurídico e o domínio mercadológico das faculdades privadas. Far-se-á um ensaio de análise mercadológica com base nos dados disponíveis nas plataformas públicas tais como INEP, considerando o período de 1996 a 2016, dessa análise é extraído gráficos para representar o crescimento do mercado acadêmico e explorar os fatores socioeconômicos que influenciaram essa demanda. Propõe-se também como objetivo específico analisar a importância da tecnologia como nova linguagem e suas consequências na massificação e na qualidade do ensino jurídico. Como marco teórico se estabelece que a democratização do ensino jurídico tem como finalidade tornar o ensino superior jurídico acessível a todos, no entanto, como resultado alcançado requer um investimento intelectual, por parte do Estado, da sociedade e da família, no educador, no educando e na conscientização das universidades privadas para promover o equilíbrio entre os fins lucrativos e a concretização da função social, bem como uma reestruturação nos currículos acadêmicos para afastar a dogmática e aproximar a humanização. Buscando diminuir os reflexos que são inerentes a toda e qualquer perversa massificação humana. No tocante às questões do viés metodológico, ressaltam-se o uso da vertente histórica, o método dedutivo, hipotético-dedutivo e dialético. No campo procedimental utilizouse de pesquisa bibliográfica e doutrinária, legislativa, documental e pesquisa de campo. Quanto à abordagem será utilizada a técnica qualitativa

羅慧燕. / 第310頁頁碼重覆, 內容相異. / 論文(哲學博士)--香港中文大學, 2003. / 參考文獻 (p. 287-317). / 中英文摘要. / Di 310 ye ye ma chong fu, nei rong xiang yi. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Luo Huiyan. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2003. / Can kao wen xian (p. 287-317).

No description available.

University of Macau / Faculty of Business Administration / Department of Finance and Business Economics

This thesis is concerned with the implications of the new South African education system based on the South African Schools Act, No. 84 of 1996 for educational performance and learners' enrolment in public schools. Central to the argument are the unfavourable consequences of the charging of school fees at public schools for learners from poor families. This is analysed based on a survey conducted in the Durban Metropolitan area between September and November 1998. As a legacy of apartheid education, inequalities between population groups are still evident (Chapter 1). One of the aims of the Act is the redress of past inequalities and permission to charge fees at public schools is seen as a measure to supplement the resources provided by the State (Chapter 2). Implications of school fees for school finance and redress of past inequalities between ex-departments are often discussed. However, little attention has been given to the impact of charging fees on learners' enrolment, which is the main focus of this thesis. There is a contradiction between permitting the charging of fees at public schools and the insistence on compulsory attendance in the Act. Given the financial constraints of South African schools, most schools are likely to adopt school fees. There may be many learners who may not be able to afford fees. Although the Act provides measures to prevent poor learners from being refused admission, it is questionable whether the measures provided by the Act function properly in practice. There would be poor learners who are effectively excluded from advantaged schools which charge high school fees. Past inequalities would not necessarily be redressed under the new system. As a result ofthe implementation ofthe Act, a kind of semi-privatisation within the public school sector could be introduced (Chapter 3). Analysis based on the research in Durban supports these hypotheses to some degree (Chapter 4). Recent incidents regarding the refusal by some public schools to admit learners on the basis of the parents' inability to pay school fees indicate the importance of this issue. Equal access to a basic education cannot be guaranteed under the current situation. Chapter 5 presents an alternative to the current system. If the State provided all public schools with the minimum operation costs necessary to run daily activities, the school would be able to substitute voluntary contributions for school fees. One possible way to release resources for this purpose is a reduction in personnel expenditure, including an acceptance of much higher pupil/teacher ratios. Although this is a controversial issue, it is inevitable for any society to seek a more productive system if it faces financial constraints. / Thesis (M.T.R.P.)-University of Natal, Durban, 1999.