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Justin C. Ortagus
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Journal Articles
Publisher: Journals Gateway
Education Finance and Policy 1–37.
Published: 21 June 2024
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Most students who begin at a community college do not complete their desired credential. Many students fail to graduate due to various barriers rather than their academic performance. To encourage previously successful non-completers to re-enroll and eventually graduate, a growing number of community colleges have implemented re-enrollment campaigns focused on former students who have already made substantial progress toward graduation. In this study, we randomly assigned over 27,000 former community college students to a control group, “information-only” treatment group, or “information and one-course waiver” treatment group to examine whether re-enrollment campaigns can improve their likelihood of long-term persistence and credential completion. Although we showed in earlier work that the “information and one-course waiver” treatment had a positive impact on former students' likelihood of re-enrollment, our findings reveal the re-enrollment intervention has no effect on students' likelihood of long-term persistence or credential completion for the pooled sample or any subgroup of interest, including low-income students, racially minoritized students, or adult students. Simply put, this particular re-enrollment intervention including one-time, one-course tuition waivers increased former students' likelihood of re-enrollment but was not an effective lever to increase long-term academic outcomes among previously successful community college students who departed without earning a credential.
Includes: Supplementary data
Journal Articles
Publisher: Journals Gateway
Education Finance and Policy (2022) 17 (1): 81–104.
Published: 01 January 2022
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Previous research shows that low-income and first-generation college students are less likely to obtain the benefits associated with attending graduate school. No-loan programs, which typically administer financial aid through institutional grants, are designed to improve access and success among students from low-income backgrounds, but we know very little about the influence of no-loan programs after students enroll and eventually graduate from college. This study examines the impact of no-loan program participation on graduate school enrollment by leveraging a novel institutional dataset and applying regression discontinuity, difference-in-differences, and propensity score weighting approaches. Results indicate that no-loan program participation has a positive and relatively consistent impact on graduate school enrollment among low-income and first-generation students.
Includes: Supplementary data