Financial Aid and Persistence in Community Colleges: Assessing the Effectiveness of Federal and State Financial Aid Programs in Oklahoma

Mendoza, Pilar; Mendez, Jesse Perez; Malcolm, Zaria

doi:10.1177/0091552109348045

Cited by 38 publications

(35 citation statements)

References 36 publications

(55 reference statements)

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“…John and Starkey 1994), a finding attributed to the host of financial barriers these students face in remaining enrolled and not by recipient of the grant itself. But several studies applying more sophisticated analytic methods have found that Pell Grants had a positive effect on community college student persistence to the 2nd year (Bettinger 2004;Mendoza et al 2009). In either case, our findings support claims that the current availability of need-based grant aid is not sufficient to meet students' total costs of attending community college (Baime and Mullin 2011;Kennamer et al 2010), as approximately two-thirds of the borrowers in our sample belonged to the two lowest income quartiles.…”

Section: Discussionmentioning

confidence: 99%

“…Similar to prior research that has applied Chen's conceptual model (see Mendoza et al 2009), time in college was captured as a dependent, rather than independent, variable in our study. For the year 3 and year 6 regression models, the cumulative level of federal debt as of year three was added as a predictor variable.…”

Section: Logistic Regressionmentioning

confidence: 99%

“…One study utilized a longitudinal, state-level dataset containing student records from 2002 to 2006 to examine how different types of financial aid impacted persistence among community college students in Oklahoma (Mendoza et al 2009). The selected sample was comprised of students who were enrolled full-time and pursuing an associate's degree.…”

Section: Literature Reviewmentioning

confidence: 99%

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Helping or Hindering? The Effects of Loans on Community College Student Persistence

McKinney

Burridge

2014

Res High Educ

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More community college students are taking out loans than ever before and their median debt levels are increasing. This trend is disconcerting because community college borrowers are overrepresented among loan defaulters and those who dropout without having earned a degree. While not without criticism, a growing number of community colleges are choosing not to participate in the federal student loan programs, citing a desire to protect their students from future financial hardships. This study used data from the Beginning Postsecondary Student (BPS:04/09) survey and propensity score matching techniques to examine the effects of loans on persistence for students enrolled in associate's degree programs. Results indicated that borrowing during the 1st year had a positive effect on persistence at the end of year one, but had a negative effect on persistence measured three and 6 years after initial enrollment. As community college students assess their prospects for degree completion and the return on their financial investment in higher education, we hypothesize that borrowers are more likely to become dissatisfied with their investment decision than non-borrowers and choose to dropout rather than take on additional loan debt. Findings from this study suggest the need to carefully reconsider current policies and practices regarding loan use among community college students.

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Section: Discussionmentioning

confidence: 99%

Section: Logistic Regressionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Helping or Hindering? The Effects of Loans on Community College Student Persistence

McKinney

Burridge

2014

Res High Educ

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“…Likewise, Hoyt (1999) found that lower level socio-economic students had lower persistence rates. Also, Mendoza, Mendez and Malcolm (2009) confirmed that student who had earned less than $20,000 per year had lower rates of persistence, but students who earned more than $40,000 per year had higher rates of persistence. Contrary to these findings, Conklin (1995) found at one community college that students with a high socio-economic level had lower persistence rates.…”

Section: Socio-economic Statusmentioning

confidence: 73%

The collective affiliation of community college, commuter and distance education students : developmental math and dropout.

Davidson

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“…Subsequently, student persistence has been shown to be positively impacted by receipt of financial aid for students enrolled at the community college (Bettinger, 2004;Cofer & Somers, 2001;Mckinney & Novak, 2013;Mendoza, Mendez, & Malcolm, 2009;).…”

Section: The Impact Of Ses On College Studentsmentioning

confidence: 99%

The Relationship Between Socioeconomic Status, Course Delivery Method, and Student Success at a State College: A Single Institution Analysis

Garcia¹

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In an effort to improve instruction and better accommodate the needs of students, community colleges are offering courses delivered in a variety of delivery formats that require students to have some level of technology fluency to be successful in the course.This study was conducted to investigate the relationship between student socioeconomic status (SES), course delivery method, and course type on enrollment, final course grades, course completion status, and course passing status at a state college.A dataset for 20,456 students of low and not low SES enrolled in science, technology, engineering, and mathematics (STEM) course types delivered using traditional, online, blended, and web enhanced course delivery formats at Miami Dade College, a large open access 4-year state college located in Miami-Dade County, Florida, was analyzed. A factorial ANOVA using course type, course delivery method, and student SES found no significant differences in final course grades when used to determine if course delivery methods were equally effective for students of low and not viii low SES taking STEM course types. Additionally, three chi-square goodness-of-fit tests were used to investigate for differences in enrollment, course completion and course passing status by SES, course type, and course delivery method. The findings of the chisquare tests indicated that: (a) there were significant differences in enrollment by SES and course delivery methods for the Engineering/Technology, Math, and overall course types but not for the Natural Science course type and (b) there were no significant differences in course completion status and course passing status by SES and course types overall and SES and course delivery methods overall. However, there were statistically significant but weak relationships between course passing status, SES and the math course type as well as between course passing status, SES, and online and traditional course delivery methods.The mixed findings in the study indicate that strides have been made in closing the theoretical gap in education and technology skills that may exist for students of different SES levels. MDC's course delivery and student support models may assist other institutions address student success in courses that necessitate students having some level of technology fluency.

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Financial Aid and Persistence in Community Colleges: Assessing the Effectiveness of Federal and State Financial Aid Programs in Oklahoma

Cited by 38 publications

References 36 publications

Helping or Hindering? The Effects of Loans on Community College Student Persistence

Helping or Hindering? The Effects of Loans on Community College Student Persistence

The collective affiliation of community college, commuter and distance education students : developmental math and dropout.

The Relationship Between Socioeconomic Status, Course Delivery Method, and Student Success at a State College: A Single Institution Analysis

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