The Consequences of Leaving Money on the Table: Examining Persistence among Students Who Do Not File a FAFSA

Novak, Heather; McKinney, Lyle

doi:10.55504/0884-9153.1012

Cited by 22 publications

(16 citation statements)

References 31 publications

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“…Previous research shows that financial aid can influence whether a student enrolls in college (Nielsen, Sørensen and Taber, 2010;Cornwell, Mustard and Sridhar, 2006;Leslie and Brinkman, 1987;van der Klaauw, 2002;Dynarski, 2000), the type and prestige of the university that the student attends (Avery and Hoxby, 2004), and the probability a student persists to graduation in a timely matter (Bettinger, 2004;Larry D. Singell, 2004;Alon, 2007;Novak and McKinney, 2011;McKinney and Novak, 2013). Researchers have used a similar regression discontinuity design concerning eligibility for the minimum Pell Grant and found Pell can reduce work and student loans in both four-year (Evans and Nguyen, 2019) and community colleges (Park and Scott-Clayton, 2018).…”

Section: Use a Similar Methodologymentioning

confidence: 99%

Pell Grants and Labor Supply: Evidence from a Regression Kink

Kofoed

2022

SSRN Journal

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Section: Use a Similar Methodologymentioning

confidence: 99%

Pell Grants and Labor Supply: Evidence from a Regression Kink

Kofoed

2022

SSRN Journal

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“…The sample showed the gender gap between males (44%) and females (56%) (Novak and McKinney, 2011). Of those males, approximately 87% completed a FAFSA.…”

Section: Collegesmentioning

confidence: 98%

“…St. John's (1991) persistence model (as cited in Novak and McKinney [2011]) incorporates both Tinto's (1993) and Freire's (1970) frameworks in that it emphasizes that retention is based on the following: student demographics, academic performance, college experiences, and finances. Freire's proposal that the oppressor limits access to information to prevent empowerment of the oppressed supports Tinto's integration framework that posits students who are not provided with the necessary support and information will not succeed.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…The research identified in this section has provided an overview of the findings that demonstrate the influence of financial aid on the persistence of students (Fike & Fike, 2008;Goldrick-Rab, 2016;Novak & McKinney, 2011).…”

Section: Collegesmentioning

confidence: 99%

“…Goldrick-Rab align withFike and Fike (2008) that concluded financial aid was a predictor of retention.Similar research byNovak and McKinney (2011) focused on the impact of persistence on students who do not complete a FAFSA and utilizedSt. John's (1991) student persistence model, which addresses three concepts that influence persistence throughout the year: background, finances, and experiences.…”

mentioning

confidence: 95%

See 2 more Smart Citations

Examining the Impact of California Promise Programs on Latino Male Students in California Community Colleges

Ornelas¹

2020

Proceedings of the 2020 AERA Annual Meeting

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California Community Colleges are instrumental to creating access to higher education for Latino males, a population of students who tend to have lower college completion rates compared to their non-Latino peers. Programs like Promise support males with improving educational outcomes and academic performance. This mixed-method study explores the relationships between academic performance measures and demographic variables for Latino males participating in Promise Programs. Multiple linear regressions, a logistic regression, chi-squares, and ANOVAs were used to understand the factors that influence educational outcomes for this population of students. Additionally, focus groups were conducted to learn more about student perceptions and feelings about college and financial aid. This study found that programs like Promise are directly connected to improving persistence, attempted units, and GPA.

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Students of color experiencing barriers in the financial aid process at an urban community college: A critical race policy analysis

Graves

2023

New Drctns Community Coll

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The financial aid process extends beyond once a student submits the Free Application for Federal Student Aid (FAFSA) application. Scholars have found that the financial aid process can be cumbersome, especially for minoritized students. What is unclear in the literature are the additional hurdles students encounter to obtain financial aid. I conducted interviews with community college students and financial aid staff at an urban community college to better understand these difficulties in the process. I employed critical race policy analysis and whiteness as property to contextualize how financial aid is structured to deter Students of Color from accessing financial aid benefits. The findings allude to communication issues between financial aid staff and students, and students seeking assistance with their financial aid from other campus departments.

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The Consequences of Leaving Money on the Table: Examining Persistence among Students Who Do Not File a FAFSA

Cited by 22 publications

References 31 publications

Pell Grants and Labor Supply: Evidence from a Regression Kink

Pell Grants and Labor Supply: Evidence from a Regression Kink

Examining the Impact of California Promise Programs on Latino Male Students in California Community Colleges

Students of color experiencing barriers in the financial aid process at an urban community college: A critical race policy analysis

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