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Do Innovative Career Pathways in Massachusetts High Schools Promote Equitable Access to Higher Education?

Two persistent shortcomings of the American labor market are the wage gaps and unequal unemployment rates that exist between racial groups. More specifically, Black and Latinx high school graduates earn less and are more likely to be unemployed than their White counterparts, on average. Likewise, students from low-income families are much more likely to be low-income themselves in adulthood. One of the ways Massachusetts seeks to address this is by offering Innovation Career Pathways, optional career and technical education (CTE) programs within traditional public high schools that are attended by students from historically disadvantaged backgrounds, to grant them access to preparation for in demand careers through technical courses and hands-on learning experiences. In addition to being conducive to economic opportunity directly by promoting career readiness, literature suggests that CTE programs may also do so indirectly by having a positive effect on educational attainment, which has a positive relationship with employment as well as earnings. This study investigates the effects of participation in the Massachusetts Innovation Career Pathways (ICP) on college readiness, college enrollment, and college persistence of racial minority and low-income students using Inverse Probability of Treatment Weighting, as determined by propensity scores. Given the findings that program participation has positive effects on college enrollment and persistence across racial and economic groups, increased recruitment of Black, Latinx, and low-income students into the program may be a way to promote equitable access to higher education in the state of Massachusetts.

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Expanding School Counseling: The Impacts of California Funding Changes

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 U.S. policies to increase access to school counselors - California's Supplemental School Counseling Program. The program increased the average number of counselors per high school by 0.7 and reduced student to counselor ratios by over 150 students. Counselors hired as a result of the program had less experience on average. The expansion of counseling had positive effects on high school graduation and public college enrollment rates as well as on student perceptions of school climate. Impacts on college enrollment were largest in high poverty and rural schools. Thus, expanding access to counselors may help schools address equity gaps in college access and concerns over students' mental health.

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Distance to Degrees: How College Proximity Shapes Students’ Enrollment Choices and Attainment Across Race-Ethnicity and Socioeconomic Status

Leveraging rich data on the universe of Texas high school graduates, we estimate how the relationship between geographic access to public two- and four-year postsecondary institutions and postsecondary outcomes varies across race-ethnicity and socioeconomic status. We find that students are sensitive to the distance they must travel to access public colleges and universities, but there are heterogeneous effects across students – particularly with regard to distance to public two-year colleges (i.e., community colleges). White, Asian, and higher-income students who live in a community college desert (i.e., at least 30 minutes driving time from the nearest public two-year college) substitute towards four-year colleges and are more likely to complete bachelor’s degrees. Meanwhile, Black, Hispanic, and lower-income students respond to living in a community college desert by forgoing college enrollment altogether, reducing the likelihood that they earn associate’s and reducing the likelihood that they ultimately transfer to four-year colleges and earn bachelor’s degrees. These relationships persist up to eight years following high school graduation, resulting in substantial long-term gaps in overall degree attainment by race-ethnicity and income in areas with limited postsecondary access.

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Local Labor Market Alignment of Short-Term Certificate Programs

Short-term certificate (STC) programs at community colleges represent a longstanding policy priority to align accelerated postsecondary credentials with job opportunities in local labor markets. Despite large investments in developing STCs, little evidence exists about where and when STCs are opened and whether community colleges open new programs of study in coordination with labor market trends. Using public workforce and postsecondary data, I examine health and manufacturing STC program openings to understand alignment with labor market activity in related industries. I find that STCs are spatially aligned across labor markets within a state, but not necessarily temporally aligned with county-specific trends. One additional STC per college is associated with labor markets that had 2-3 percentage points more total employment and new hires in related industries. Large launches of clustered STC programs occurred before periods of growth in health employment but declines in manufacturing. Large launches preceded earnings growth of 2-5 percentage points in both sectors.

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Education, gender, and family formation

We study the effect of educational attainment on family formation using regression discontinuity designs generated by centralized admissions processes to both secondary and tertiary education in Finland. Admission to further education at either margin does not increase the likelihood that men form families. In contrast, women admitted to further education are more likely to both live with a partner and have children. We then pre-register and test two hypotheses which could explain each set of results using survey data. These suggest that the positive association between men's education and family formation observed in the data is driven by selection. For women, our estimates are consistent with the idea that, as increased returns to social skills shift the burden of child development from schools to parents and particularly mothers, education can make women more attractive as potential partners.

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The Impact of Dual Enrollment on College Application Choice and Admission Success

Dual enrollment (DE) is one of the fastest growing programs that support the high school-to-college transition. Yet, there is limited empirical evidence about its impact on either students’ college application choices or admission outcomes. Using a fuzzy regression discontinuity approach on data from two cohorts of ninth-grade students in one anonymous state, we found that taking DE credits increased the likelihood of applying to highly selective in-state four-year institutions. Attempting DE credits also increased the probability of gaining admission to a highly selective in-state four-year college. Heterogeneous analysis further indicates that the gains were extended across Black, Latinx, and white student populations.

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Some Promises are Worth More than Others: How “Free Community College” Programs impact Postsecondary Participation, Destinations, and Degree Completion

“Free college” programs are widespread in American higher education. They are discussed as addressing college access, affordability, inequality, and skills shortages. Many are last-dollar tuition guarantees restricted to use at single community colleges. Using student-level data spanning the transition to college, we investigate how two similar local community college tuition guarantees in Pennsylvania affected college-going outcomes. The Morgan Success Scholarship has large impacts on community college attendance and associate degree attainment. The program diverts students away from four-year colleges, though much of this effect is temporary. Meanwhile, we find little evidence that the Community College of Philadelphia’s 50th Anniversary Scholars program has any impact on college-going behavior. We suggest reasons for divergent findings and offer suggestions for practice.

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The Role of Emergency Financial Relief Funding in Improving Low-Income Students’ Academic and Financial Outcomes Across Demographic Characteristics

This quasi-experimental study examined the effectiveness of a one-time emergency financial relief program among Pell Grant eligible undergraduate students in Spring 2015 pursuing their first bachelor’s degree across academic and financial outcomes. The academic outcomes included retention to the next semester, degree completion, attempted credit hours, and grade point average. The financial outcome captured whether students received a stop registration hold due to an unpaid financial balance in the semester after receiving the emergency relief. The results reveal that financial relief applied to low-income students’ accounts can improve their retention and graduation rates. The financial relief was most effective among first-generation college students, resulting in a complete elimination of the retention gap for first-generation students. The emergency relief did not improve GPA or substantially change the number of credits earned. A concerning finding was that students receiving this emergency support were more likely to receive a financial hold in a subsequent semester and that effect was stronger among students of color (Black/African American, Hispanic/Latine, Asian, Multiracial, American Indian/Alaska Native), males, and first-generation college students.

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How Powerful Are Promises? A Systematic Review of the Causal Mechanisms and Outcomes of "Free College" Programs in the United States

“Free college” (sometimes called Promise) programs are common in U.S. higher education. Reviewing 88 studies of 25 state and local programs, I provide a nuanced picture of the mechanisms through which these programs may work and their likely effects on students, communities, and colleges. Some commonly-claimed mechanisms for these effects—e.g., improving secondary school environments or impacting residential decisions—lack empirical support or are implausible for most existing programs. Programs are consistently found to shift college-bound students to colleges where they can use more scholarship dollars, increase enrollment at eligible colleges, and (for generous local programs only) increase community school district enrollment. Less consistently, programs boost college participation and thereby degree attainment, but evidence for direct effects on college performance, persistence or completion net of enrollment is weak. There is insufficient or inconsistent evidence for program effects on secondary school performance and graduation, post-college income and debt, community population or property values, and inequality reduction according to gender, race, or socioeconomic status.

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What is a college “Promise” program? The creation and transformation of a concept, 2005-2022

Promise programs are discussed as a policy movement that began with the 2005 launch of the Kalamazoo Promise. Since then, programs bearing the Promise label or sharing similar features have spread across the higher educational landscape, appearing in most states and across postsecondary sectors. Simultaneously, scholarly literature discussing these programs has burgeoned. And yet, scholars and others are unable to formulate a clear conception of what a Promise program is and what if anything sets such a program apart from other scholarship programs (e.g., state need-based grants). In this paper, we examine how scholars have discussed these programs over time. We begin with the initial theorization of the Kalamazoo Promise as a case and observe its use as a prototype in the formulation of a general model once “Promise program” was established as a category. We follow how the spread and transformation of “Promise programs” was reflected in repeated partial reconceptualization. We find three competing conceptual models emerging in sequence: 1) a thick, place-based causal model derived as a generalization of the Kalamazoo Promise, 2) a thin empirical model crafted in the aftermath of the launch of the Tennessee Promise, and 3) a partially acknowledged minimal or symbolic model advanced haltingly in response to critiques of last-dollar community college state programs. Scholarly conceptualization is largely reactive to empirical program diffusion and transformation, though scholarly idealization may have played a role in this diffusion itself.

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