Financial Aid

Report

An Impact Study of Eight Developmental Summer Bridge Programs in Texas

June, 2012
Elisabeth A. Barnett, Rachel Hare Bork, Alexander Mayer, Joshua Pretlow, Heather Wathington, Madeline Joy Weiss

Eight developmental summer bridge programs offered accelerated and focused learning opportunities for entering college students with low skills in Texas. An evaluation shows positive impacts on introductory college-level course completion in math and writing, which faded by the end of two years. The programs had no impact on persistence or the average number of credits students attempted or earned.

Report

Early Results from an Evaluation of Accelerated Study in Associate Programs (ASAP) for Developmental Education Students

June, 2012

The City University of New York’s ASAP program requires full-time attendance and offers comprehensive supports to community college students for three full years. Early results from a random assignment study show that ASAP increases credits earned, full-time enrollment, and completion of developmental (or remedial) coursework.

Report

Services That May Help Low-Income Students Succeed in Community College

November, 2004
Rogéair Purnell, Susan Blank

Community colleges can pursue many strategies for enhancing student services, including offering “one-stop shopping,” which provides students with multiple services at the same time and place.

Report

The Effect of Project GRAD on High School Student Outcomes in Three Urban School Districts

July, 2006
Jason Snipes, Glee Ivory Holton, Fred Doolittle, Laura Sztejnberg

This report describes the effects of Project GRAD, an ambitious education reform that targets high schools and the elementary and middle schools that feed into them, on a variety of student outcomes in high schools in Houston, Texas; Atlanta, Georgia; and Columbus, Ohio.

Report

Early Findings from a Performance-Based Scholarship Program at the University of New Mexico

August, 2011
Cynthia Miller, Melissa Binder, Vanessa Harris, 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.

Report

Early Results from the Performance-Based Scholarship Demonstration in Ohio

October, 2010
Paulette Cha, 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.

Report

Effects of a Performance-Based Scholarship Program for Low-Income Parents

January, 2009
Lashawn Richburg-Hayes, Thomas Brock, Allen J. LeBlanc, Christina Paxson, Cecilia Elena Rouse, Lisa Barrow

This report describes the impacts of a performance-based scholarship program with a counseling component on academic success and persistence among low-income parents. Students who participated in the program, which was operated at two New Orleans-area colleges as part of MDRC’s multisite Opening Doors demonstration, were more likely to stay in school, get higher grades, and earn more credits.

Report

The Opening Doors Demonstration

June, 2005
Thomas Brock, Allen J. LeBlanc

The Opening Doors Demonstration is designed to show how community colleges can help more low-income students remain in school and improve other outcomes, including degree attainment, labor market success, and personal and social well-being.

Report

Early Impacts from the Performance-Based Scholarship Demonstration in New York

May, 2011
Lashawn Richburg-Hayes, Colleen Sommo, 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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