A Comparison of the Influence of Debtload on the Persistence of Students at Public and Private Colleges

Cofer, James; Somers, Patrícia

doi:10.55504/0884-9153.1164

Cited by 32 publications

(1 citation statement)

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“…There is reasonable consensus that educational loans increase enrollments, but the results are far more mixed for the effects of college loans on persistence and completion (Hossler et al 2008). Some research shows positive effects of loans on college completion (Bowen et al 2009;Cofer and Somers 2000). Other studies suggest that debt increases the likelihood of dropping out and often delays college completion, especially for the most disadvantaged students (Ishitani 2006).…”

Section: Debt As Investmentmentioning

confidence: 99%

Debt and Graduation from American Universities

2012

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The goal of "college-for-all" in the United States has been pursued in an environment of rising tuition, stagnant grant aid, and already strapped family budgets with the gap filled by college loans. College students are thus facing increasing levels of debt as they seek to develop their human capital and improve their career options. Debt is a useful resource for making needed investments. It is unique as a resource, however, because it must be repaid and can thus also increase vulnerabilities and limit options. We find that lower levels of educational debt do support college completion. However, additional educational debt beyond about $10,000 actually reduces the likelihood of college completion compared to lower levels of debt as the burden of repayment looms. Graduation likelihoods for students from the bottom 75% of the income distribution at public universities are especially influenced by debtincluding the negative effects of taking on additional debt beyond $10,000. The article concludes with a consideration of how the macro-level changes in financing societal functions influence the individual-level risks and vulnerabilities of life in a debt-based society.

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Section: Debt As Investmentmentioning

confidence: 99%

Debt and Graduation from American Universities

2012

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2011

ASHE Higher Education Report

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The primary purpose of this monograph is to provide educational researchers, policymakers, and practitioners with an overview of existing knowledge regarding factors that influence success among racial and ethnic minority students in the STEM circuit. To accomplish this task, we reviewed more than four hundred books, book chapters, journal articles, and policy reports related to this topic. The remainder of this opening chapter discusses the current condition of racial and ethnic minorities in STEM education, paying particular attention to racial disparities throughout the circuit. It also discusses the role of race in the experiences of racial and ethnic minorities in STEM. The following two chapters provide a comprehensive synthesis and analysis of the literature on the precollege and college-level factors that influence the success of students of color in the STEM circuit. The final chapter presents the Racial and Ethnic Minorities in STEM (REM STEM) model, which emerged from our review of the literature, to serve as a framework to guide future research, policy, and practice. This concluding chapter also offers implications for future research, policy, and practice. Key Concepts and DefinitionsBefore we begin our analysis and synthesis of existing literature on racial and ethnic minority students in STEM education, it is critical to define key concepts and note important limitations of the volume. This section delineates and defines terms related to race, ethnicity, and STEM education. In defining these concepts, we aim to establish clarity and consistency in our word choices and the meanings that we attach to them.

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