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Andrew C. Barr

Andrew C. Barr, Chloe Gibbs.

Despite substantial evidence that resources and outcomes are transmitted across generations, there has been limited inquiry into the extent to which anti-poverty programs actually disrupt the cycle of bad outcomes. We explore how the effects of the United States’ largest early childhood program, Head Start, transfer across generations. We leverage the rollout of this federally funded, means-tested preschool program to estimate the effect of early childhood exposure among mothers on their children’s long-term outcomes. We find evidence of intergenerational transmission of effects in the form of increased educational attainment, reduced teen pregnancy, and reduced criminal engagement in the second generation.
 

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Andrew C. Barr, Kelli A. Bird, Benjamin L. Castleman.

Student loan borrowing for higher education has emerged as a top policy concern. Policy makers at the institutional, state, and federal levels have pursued a variety of strategies to inform students about loan origination processes and how much a student has cumulatively borrowed, and to provide students with greater access to loan counseling. We conducted an experiment to evaluate the impact of an outreach campaign that prompted loan applicants at a large community college to make informed and active borrowing decisions and that offered them access to remote, one-onone assistance from a loan counselor. The intervention led students to reduce their unsubsidized loan borrowing by 7 percent, resulted in worse academic performance, and increased the likelihood of loan default during the three years after the intervention occurred. Our results suggest policy makers and higher education leaders should carefully examine the potential unintended consequences of efforts to reduce student borrowing, particularly in light of growing evidence regarding the counter-intuitive positive relationship between reduced borrowing levels and worse student academic and financial outcomes.

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Andrew C. Barr, Kelli A. Bird, Benjamin L. Castleman, William Skimmyhorn.

Despite broad public interest in Veterans' education, there is relatively little evidence documenting the postsecondary trajectories of military service members after they return to civilian life. In the current report we investigate how U.S. Army service member college enrollment and progression trends compare to a similar population of civilians, using Army administrative personnel data merged with administrative records from the National Student Clearinghouse and the Educational Longitudinal Study (ELS) of 2002. Civilians were nearly three times as likely to enroll in college within one year of high school graduation (or one year of separation). Civilians were also much more likely to earn a bachelor’s degree within the period of study than either of the Army samples. While members of minority race/ethnicity groups in both military samples enroll at higher rates than their white counterparts, racial/ethnic minorities do not graduate at higher rates than their white counterparts. We discuss policy implications of our analyses in the final section of our paper.

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