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Performance-Based Scholarship Demonstration |
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Featured Publication
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Staying on Track
Early Findings from a Performance-Based Scholarship Program at the University of New Mexico
2011. Cynthia Miller, Melissa Binder, Vanessa Harris, and Kate Krause.
Low-income freshmen received financial support if they enrolled full time, maintained a “C” average, and received enhanced academic advising. After one year, students attempted and earned more credits, received more financial aid dollars and in some cases reduced their loans, and registered for more credits in the third semester.
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All Performance-Based Scholarship Demonstration Publications
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Performance-Based Scholarships
Emerging Findings from a National Demonstration
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2011. Reshma Patel and Lashawn Richburg-Hayes.
This testimony, submitted to the federal Advisory Committee on Student Financial Assistance, summarizes results from performance-based scholarship programs in Louisiana, New Mexico, New York, and Ohio. These scholarships have increased the number of credits college students attempted and earned, increased their rates of full-time enrollment, reduced their loan debt, and had mixed effects on their persistence.
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Staying on Track
Early Findings from a Performance-Based Scholarship Program at the University of New Mexico
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2011. Cynthia Miller, Melissa Binder, Vanessa Harris, and Kate Krause.
Low-income freshmen received financial support if they enrolled full time, maintained a “C” average, and received enhanced academic advising. After one year, students attempted and earned more credits, received more financial aid dollars and in some cases reduced their loans, and registered for more credits in the third semester.
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Promoting Full-Time Attendance Among Adults in Community College
Early Impacts from the Performance-Based Scholarship Demonstration in New York
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2011. Lashawn Richburg-Hayes, Colleen Sommo, and Rashida Welbeck.
Low-income adults needing remediation received a scholarship if they maintained at least part-time enrollment and met attendance and grade point average benchmarks. Early results show that the program modestly increased full-time enrollment and, among students who were eligible for summer funding, summer registration.
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Rewarding Progress, Reducing Debt
Early Results from the Performance-Based Scholarship Demonstration in Ohio
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2010. Paulette Cha and Reshma Patel.
Low-income parents at three community colleges in Ohio were offered a cash incentive, contingent on meeting academic benchmarks, to enhance their progress in school. For the first cohort, the performance-based scholarship program increased full-time enrollment and the number of credits attempted and earned, while reducing educational debt.
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Paying for College Success
An Introduction to the Performance-Based Scholarship Demonstration
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2009. Lashawn Richburg-Hayes, Paulette Cha, Monica Cuevas, Amanda Grossman, Reshma Patel, and Colleen Sommo.
This policy brief describes a demonstration launched by MDRC in four states in 2008 to evaluate whether performance-based scholarships — paid contingent on attaining academic benchmarks — are an effective way to improve persistence and academic success among low-income college students. The demonstration builds on positive results from an earlier MDRC study in Louisiana.
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