Search EdWorkingPapers

Post-secondary education

Displaying 81 - 90 of 224

Eric R. Felix, Denisa Gandara, Sosanya Jones.

We used Critical Discourse Analysis to examine the racial discourse within recent attempts to reauthorize the Higher Education Act. Specifically, we interrogated congressional markup hearings to understand how members frame student debt and the racialized dynamics embedded within. Our findings highlight three types of discourse: “All Students” Matter, Paternalistic, Race-Evasive, and Explicit Racial Discourse. We offer recommendations for research and policymaking.

More →


Suchitra Akmanchi, Kelli A. Bird, Benjamin L. Castleman.

Prediction algorithms are used across public policy domains to aid in the identification of at-risk individuals and guide service provision or resource allocation. While growing research has investigated concerns of algorithmic bias, much less research has compared algorithmically-driven targeting to the counterfactual: human prediction. We compare algorithmic and human predictions in the context of a national college advising program, focusing in particular on predicting high-achieving, lower-income students’ college enrollment quality. College advisors slightly outperform a prediction algorithm; however, greater advisor accuracy is concentrated among students with whom advisors had more interactions. The algorithm achieved similar accuracy among students lower in the distribution of interactions, despite advisors having substantially more information. We find no evidence that the advisors or algorithm exhibit bias against vulnerable populations. Our results suggest that, especially at scale, algorithms have the potential to provide efficient, accurate, and unbiased predictions to target scarce social services and resources.

More →


Denisa Gandara, Rosa Acevedo, Diana Cervantes, Marco Antonio Quiroz.

Many policies in higher education are intended to improve college access and degree completion, yet often those policies fall short of their aims by making it difficult for prospective or current college students to access benefits for which they are eligible. Barriers that inhibit access to policy benefits, such as cumbersome paperwork, can weigh more heavily on members of marginalized communities, including racially minoritized students. Such administrative burdens can thus reinforce patterns of inequity. In this paper, we present a conceptual framework for examining administrative burdens embedded in higher education policies that can negatively affect prospective and current college students, especially those who are racially minoritized. With the use of our proposed framework, researchers can improve the understanding of ethnoracial disparities in higher education, inform policymakers’ design of racially equitable policies for higher education, and enable practitioners to implement those policies to promote racial equity.

More →


Vanessa Coca, Lindsay Daugherty, Trey Miller.

Colleges across the United States are now placing most or all students directly into college-level courses and providing supplementary, aligned academic support alongside the courses, also known as “corequisite remediation.” Developmental education reforms like corequisite remediation could advance racial and ethnic equity in postsecondary education by facilitating early academic progression. However, there is limited evidence available on differential impacts of corequisite models by race and ethnicity. To better understand the potential for differential impacts of English corequisites for Latinx students, this study leverages data from a randomized control trial across five large urban community colleges across Texas. We also utilize student survey data to develop a deeper understanding of how corequisites shape the experiences of Latinx students in their college-level English courses. Latinx students in our study colleges saw larger benefits from taking corequisite English than non-Latinx students in terms of gateway course completion. The survey findings suggest that corequisites provided an environment where Latinx students felt less academically overwhelmed and less bored relative to patterns observed for traditional DE course enrollees. However, Latinx students in corequisites also reported being less likely to participate in class discussions and ask questions relative to their non-Latinx peers.

More →


Xin Li, Liping Ma, Xiaoyang Ye, Qiong Zhu.

This paper provides one of the first natural experimental evidence on the consequences of a transition from college-major (early specialization) to college-then-major (late specialization) choice mechanism. Specifically, we study a recent reform in China that allows college applicants to apply to a meta-major consisting of different majors and to declare a specialization late in college instead of applying to a specific major. Using administrative data over 18 years on the universe of college applicants in a Chinese province, we examine the impacts of the staggered adoption of the reform across institutions on student composition changes. We find substantial heterogeneous effects across institutions and majors despite the aggregate null effects. This paper provides important policy implications regarding college admissions mechanism designs.

More →


Liping Ma, Xin Li, Qiong Zhu, Xiaoyang Ye.

One of the most important mechanism design policies in college admissions is to let students choose a college major sequentially (college-then-major choice) or jointly (college-major choice). In the context of the Chinese meta-major reforms that transition from college-major choice to college-then-major choice, we provide the first experimental evidence on the information frictions and heterogeneous preferences that students have in their response to the meta-major option. In a randomized experiment with a nationwide sample of 11,424 high school graduates, we find that providing information on the benefits of a meta-major significantly increased students’ willingness to choose the meta major; however, information about specific majors and assignment mechanisms did not affect student major choice preferences. We also find that information provision mostly affected the preferences of students who were from disadvantaged backgrounds, lacked accurate information, did not have clear major preferences, or were risk loving.

More →


Cassandra M. D. Hart, Michael Hill, Emily Alonso, Di Xu.

While the COVID-19 pandemic necessitated the short-term use of online courses, colleges’ experiences with COVID-era online course delivery may also affect the way that they offer and approach online courses going forward. We draw on interviews with 35 distance education leaders from the California Community Colleges system to provide insights into how the use of online education may change in the system going forward. Leaders predicted that post-pandemic, colleges would increase their online course offerings, and that many instructional innovations to online courses from the pandemic—such as the use of synchronous courses—would persist. They hoped that a more prominent position for online education within the system would be matched by more resources to provide supports for online learning.

More →


Taylor Odle, Michael Gottfried, Trey Miller, Rodney Andrews.

Despite recent evidence on the benefits of same-race instructor matching in K-12 and higher education, research has yet to document the incidence of same-race matching in the postsecondary sector. That is, how likely are racially minoritized college students to ever experience an instructor of the same race/ethnicity? Using administrative data from Texas on the universe of community college students, we document the rate of same-race matching overall and across racial groups, the courses in which students are more or less likely to match, the types of instructors students most commonly match to, and descriptive differences in course outcomes across matched and unmatched courses. Understanding each of these measures is critical to conceptualize the mechanisms and outcomes of same-race matching and to drive policy action concerning the diversity of the professoriate.

More →


Carycruz Bueno, Lindsay C. Page, Jonathan Smith.

We investigate whether and how Achieve Atlanta’s college scholarship and associated services impact college enrollment, persistence, and graduation among Atlanta Public School graduates experiencing low household income.  Qualifying for the scholarship of up to $5,000/year does not meaningfully change college enrollment among those near the high school GPA eligibility thresholds. However, scholarship receipt does have large and statistically significant effects on early college persistence (i.e., 14%) that continue through BA degree completion within four years (22%).  We discuss how the criteria of place-based programs that support economically disadvantaged students may influence results for different types of students.

More →


Daniel Oliver.

The role of racial diversity at college campuses has been debated for over a half a century with limited quasi-experimental evidence from classrooms. To fill this void, I estimate the extent that classmate racial compositions affect Hispanic and African-American students at a large and over-subscribed California community college where they are minorities. I find that when minority students are exposed to a greater share of same race classmates, they are more likely to complete the class with a pass and are more likely to enroll in a same subject course the subsequent term. The findings are robust to first-time students with the lowest registration priority vs. all students and different combinations of fixed effects (e.g., student, class, and instructor race).

More →