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The main purpose of this research was to examine the dimensions of affordability of public undergraduate education, focusing on a single state during a particular period of time. The main research question was: What are the dimensions of affordability of public undergraduate education in Virginia? The study examined three dimensions between the years 1981 and 2000: 1) per capita disposable income (adjusted for inflation) in Virginia, 2) financial aid at the state and federal levels, and 3) the burden of a loan for college students. In addition, the study explored several possible influences on these dimensions, including partisan control of the U.S. presidency and Congress and partisan control of the Virginia governor and state legislature. Although this study focuses on the outcomes in a single state (undergraduate, public institution enrollments in Virginia), the national data were explored because states often determine how much they are able to contribute after the national contributions are taken into consideration. The key dependent variable was undergraduate enrollments at Virginia public higher education institutions. Do enrollments tend to increase, decrease, or remain constant when any of the dimensions of affordability increase, decrease, or remain constant? Two-year and four-year public undergraduate institutions in Virginia made up the sample of institutions examined. This research focused on the time frame of 1981 through 2000. The rationales for this specific time period were that 1) appropriate data are available for these years, and 2) it allows a big picture with contrary views of education policy at both the national and state levels. During this time period, Ronald Reagan (1981-1988), George H.W. Bush (1989-1992), and Bill Clinton (1993-2000) each served as president. Three consecutive years of decreases in Virginia's public undergraduate enrollments occurred in 1988-1990. 1990 was the highest year-to-year decrease at negative 4.79% overall. 1990 was the largest decrease in 4-year public institution enrollments in VA while 1988 was the largest decrease in enrollments for 2-year public institution enrollments in Virginia. The following things happened during these years of enrollment decreases, as they related to the dimensions of affordability and the named influences. First 1989 and 1991, were both years that the Virginia public higher education state appropriations were less than 1percent. Even though 1990 itself looked more positive with a 13.43 percent increase, the years preceding and following 1990 were not so positive. Second, when people can afford more, it appears to have an inverse relationship with public institution enrollments. When people can afford more, they most likely enroll at private institutions and when they can afford less, they enroll at public institutions. The highest enrollment year for 2-year public institutions was in 1985, which followed the second largest decrease to disposable income. The inverse relationship is less strong with four-year public institutions and is more evident in the two-year institutions. Thirdly, the 1993-1994 academic year marked the year when the number of loans for higher education appears that they will forever outnumber the amount of grants. This being said, the issue of affordability is really now a matter for after college years when the payback period for these loans begins versus during college attendance. Tuition costs rose by over 80% in four-year public institutions and by over 85% in two-year institutions while disposable income only increased by 36.% over the same time period. The issue of affordability should therefore be more closely examined during the payback period and could perhaps sway someone from enrolling knowing that this payback period is inevitable for most. / Master of Arts

This review is an academic report used to provide recommendation and an in-depth look into The NOCCA Institute. The report includes an analysis of the organization’s structure, programs, finances, and my internship activities; Spring - Summer 2015. Additionally the report includes a SWOT Analysis and my recommendations based on the analysis and best practices of similar organizations.

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In his 2015 State of the Union Address, President Obama announced “America’s College Promise,” a plan to make community college free for all American families making less than $200,000. In this thesis, I provide an analysis of the plan and provide an evaluation of its potential impact on the education attainment gap in the United States. I also evaluate the plan’s various components and assess its potential impact on community college student enrollment, completion, and transfer to four-year universities. Lastly, I offer recommendations for improvement.

This qualitative research project focused on the interviews of 27 low socio-economic students at a research university in the southwestern United States. The students had already withdrawn from the university or were in the process of withdrawing. The study seeks to provide increased understanding of how students negotiate the decision-making process to withdraw from the first university they attended after high school. The theoretical lenses of student departure theories (Astin, 1993; Bean, 1983; Tierney, 1992; and Tinto, 1993) and decision-making theories (Becker, 1976; Frank, 1987; Kahneman, 2003; March, 1994; Scott, 2000) were combined. The Decision-Making Process Model of Student Departure is offered as a new theoretical framework that combines decision-making theories and student retention theories. This conceptualization is unlike other student departure models because it includes the proposition that forces push at the student from within the institution and forces pull them from outside the institution. In addition, it is different from other student departure models because it includes the discussion about how students think about their process to withdraw - it is not meant to describe their behaviors. Financial, academic and psychological stresses (from both within and outside the institution) influenced how the students negotiated the decision-making process to leave the institution. The students did not seek out institutional agents (advisors or faculty members) for advice when they were struggling academically. They developed their own strategies or went to their family members for advice, many of whom had never been to college.

La littérature économique défend l'existence d'aides publiques à la R&D privée du fait des nombreuses externalités et distorsions qui conduiraient les firmes à sous-investir en R&D. La multiplication de ces aides à différents échelons territoriaux et l'apparition d'éléments plus contrastés concernant leur justification soulignent un besoin accru d'analyse de ces politiques et de leurs conséquences territoriales. L'objet de cette thèse est d'apporter de nouveaux éléments concernant la rationalité, les effets et l'efficacité des aides financières à la R&D privée.Le premier chapitre propose une discussion de la rationalité des aides financières à la R&D à partir de la littérature sur la croissance endogène et ses raffinements incluant une dimension géographique. Le décalage entre les approchesthéoriques et les approches empiriques concernant les origines et l'ampleur du sous-investissement des firmes en R&D fait plutôt ressortir l'hypothèse d'un sous-investissement limité et spécifique.Les chapitres 2 et 3 fournissent des analyses théoriques des effets dynamiques et spatiaux d'une politique centralisée de subvention à la R&D. Les résultats montrent que cette politique renforce la croissance économique, réduit les inégalitésterritoriales et améliore le bien-être global. Les bienfaits de ce type de politique sont non seulement dépendants de l'hypothèse retenue concernant les rendements de la R&D mais surtout des options retenues concernant le financement et l'allocation géographique des subventions. Le chapitre 4 fournit une analyse empirique de la capacité des aides financièresà la R&D à stimuler l'investissement privé en R&D, à partir d'un panel de pays de l'OCDE. Les résultats indiquent une sensibilité plus forte des investissements privés en R&D aux aides indirectes (incitations fiscales) qu'aux aides directes (subventions) et suggèrent l'existence d'effets de substitution entre ces deux types d'aides. / The economie literature largely defends the existence of financial supports to private R&D owing to the numerous externalities and distortions that lead firms to underinvest in R&D. The proliferation of these supports at different territorial levels and the recent emergence of more constrasting arguments concerning their rationale underline an increasing need for the analysis of these policies and the ir territorial impacts. The purpose of this PhD thesis is to provide new elements regarding the rationale, the effects and the effectiveness of financial supports to private R&D.The first chapter proposes a discussion on the ratio na le of financial supports to business R&D following the endogenous growth literature and its refinements including a geographical dimension. Divergences in the theoretical and empirical approaches concerning the origins and the magnitude of the private underinvestment in R&D eventually leads to the hypothesis of a limited and specifie private underinvestment in R&D.Chapters 2 and 3 provide theoretical analyses of the spatial and dynamics effects of a centralized subsidy policy for R&D. The results show that this policy strengthens economie growth, reduces territorial inequalities while improving the global welfare. The benefits of such policy are not only dependent on the chosen assumption about returns to R&D but more importantly on its design in terms of funding and geographical allocation of subsidies.Chapter 4 provides an empirical analysis of the capacity of financial supports to R&D to stimulate private investment in R&D from a panel of OECD countries.The results indicate a greater sensitivity of private investment in R&D to indirect supports (fiscal incentives) than to direct supports (grants and subsidies) and suggest the existence of substitution effects between these two forms of support.

Thesis advisor: Lisa Dodson / Thesis advisor: C. Shawn McGuffey / Non-traditional students are quickly becoming a statistical majority of the undergraduate student population. Furthermore, nearly one-quarter of contemporary undergraduates is a student parent. Emergent imperatives shaped by technological changes in the economy, deindustrialization, credential inflation, the continuing feminization of poverty and the diminished safety net for low-income families have created a mandate for postsecondary education for anyone hoping to move from poverty into the middle-class. Yet, welfare reforms of the past 17 years have de-prioritized, discouraged, and disallowed post-secondary education as a meaningful pathway for low-income parents to achieve economic mobility, even despite a large body of research demonstrating the connections between higher education and: income, occupational prestige, access to employer sponsored benefits, positive intergenerational outcomes, community development, and broader societal gains. While previous research has focused on the impact of welfare reform on access to post-secondary education for participants within the Temporary Assistance to Needy Families (TANF) cash assistance program, declining overall TANF participation rates indicate that low-income families are largely turning to more diverse strategies to support their families and pursue higher education. Despite both the recent growth of the population of student parents as a significant minority of the undergraduate population, and the rise of governmental initiatives promoting the expansion of post-secondary education and training to traditionally underserved student populations, very little is known about the comprehensive experiences of contemporary low-income mothers as they navigate college while simultaneously working to balance these endeavors with motherhood and family labor, paid employment and public assistance requirements. This dissertation presents the findings of a multi-method institutional ethnographic research process through which the author collected data regarding the experiences of low-income mothers across the country. This process included conducting in-depth interviews with 31 low-income mothers who were currently enrolled in college or who had been enrolled in college within the past year. Additionally, research journals were collected from an additional 20 participants documenting their experiences across an academic term. In total these participants represented 10 states in three regions of the United States: The West Coast, Mid-West, and Northeast. Secondary data were collected through: institutional interviews with student parent program coordinators, collection of primary materials from programs serving student parents throughout the country, and review of primary policy documents regarding higher education and federal and state welfare policies. As a feminist participatory action research project, participatory methods were employed at all stages of the research process and included the use of two interpretive focus groups within campus-based programs serving student parents that both added to the research findings and to the process of analysis and interpretation. The findings of this dissertation begin by painting the picture of the complex lifeworlds of low-income mothers and their simultaneous experience of role strain and material hardship as they work to balance the responsibilities of college enrollment with mothering, work, and the labor involved in researching, applying for and maintaining multiple public assistance benefits. Next, the author argues that conflicts between higher education policies and public assistance policies as experienced by participants shape the strategies through which they attempt to make ends meet and finance their education and ultimately exacerbate their experiences of role strain and material hardship. The author then moves to explore the impact that these policies have on academic outcomes for this sub-set of students. The dissertation concludes with a discussion of the broader social context in which this takes place: one in which policies have been structured on meritocracy rather than equal opportunity for higher education. This presents a dual-edge sword scenario however in that the American Dream both drives the motivation of low-income mothers to persevere in college despite tremendous hardship and personal sacrifice, while it also serves to frame the very policies that make their quest for higher education so grueling. / Thesis (PhD) — Boston College, 2013. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Sociology.