The Financial Nexus Between College Choice and Persistence

Paulsen, Michael B.; John, Edward P. St.

doi:10.1002/ir.9504

Cited by 59 publications

(53 citation statements)

References 16 publications

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“…Our research draws on previous work regarding working students (Bradley, 2006;Choy & Berker, 2003;Hughes & Mallette, 2003;Pascarella & Terenzini, 2005;Perna, Cooper, & Li, 2006) and the role of financial aid in postsecondary access and success (McDonough & Calderone, 2006;Paulsen & St. John, 1997;St. John, Paulsen, & Starkey, 1996;Stage & Hossler, 2000).…”

Section: Theoretical Perspectives and Previous Researchmentioning

confidence: 98%

Working Students’ Perceptions of Paying for College: Understanding the Connections between Financial Aid and Work

Ziskin¹,

Fischer²,

Torres³

et al. 2014

rhe

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Based on 22 focus groups conducted at institutions located in a Midwestern metropolitan region, this study explores working, commuting and adult-learner college students’ implicit theories about financial aid policy and seeks to understand how students make sense of their own experiences in paying for college. The institutions participating in the study included two region-serving public universities and two campuses of a multi-campus community college. In analyzing the data, we draw in part on a social reproduction perspective and employ critical qualitative methods to highlight both individual and structural roles within the higher education system.

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Section: Theoretical Perspectives and Previous Researchmentioning

confidence: 98%

Working Students’ Perceptions of Paying for College: Understanding the Connections between Financial Aid and Work

Ziskin¹,

Fischer²,

Torres³

et al. 2014

rhe

View full text Add to dashboard Cite

show abstract

“…John et al (1996) indicate, the ''reasons why students chose colleges had both a direct and indirect influence on their persistence decisions'' (p. 209). Additionally, both lines of research are applied to enrollment management functions, such as marketing, recruitment and retention (Paulsen and St. John 1997).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Enrollment, Persistence and Graduation of In-State Students at a Public Research University: Does High School Matter?

Johnson

2008

Res High Educ

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Educational research has shown that individual-level background characteristics, such as parental socio-economic status and academic ability, influence college going behavior. This study tests for the existence of aggregate-level high school effects on college enrollment, persistence and degree attainment. It links institutional data on students enrolling within a year after graduation from in-state high schools with state data on high schools' performance and populations. Three high school aggregate-level factors were found to affect enrollment and persistence. Specifically, the high schools' percent of SAT takers has a concave-shape effect on enrollment, retention and graduation. Additionally, students coming from schools with a higher percent of those receiving free lunch are less likely to persist, and students coming from schools located within a 60 mile radius are more likely to matriculate and to persist to the second year. These results suggest that aggregate-level high school characteristics should be accounted for in enrollment management.

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“…John and Starkey 1995) consider tuition and financial aid separately, since the effects of tuition on enrollment have proven to be different from those of financial aid. In these studies, student enrollment patterns are like those of other commodities in the free market: student enrollment in higher education decreases when the price (tuition in this study) of education is increased, and vice versa (e.g., Heller 1999;Hsing and Chang 1996;Leslie and Brinkman 1987;Paulsen and St. John 1997). Other studies, however, have found small or insignificant effects of tuition on enrollment (e.g., Ghali et al 1977;Wetzel et al 1998).…”

Section: Tuition Elasticity and College Enrollmentmentioning

confidence: 88%

Student response to tuition increase by academic majors: empirical grounds for a cost-related tuition policy

Shin

Milton

2007

High Educ

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This study explored the responses of students in different academic majors to tuition increase, with a particular focus on the relationship between tuition increase, and future earnings and college expenditures. We analyzed effects of tuition increase on enrollment in six academic majors-Engineering, Physics, Biology, Mathematics, Business, and Education-where disciplinary enrollment data were available. The main findings are that students are elastic to tuition level in Physics, Biology, and Business, but not in Engineering, where the rate of return is the highest among the six majors and the college expenditure are the highest. The findings suggest that student enrollment in various academic majors is affected differentially by tuition. Further, the findings support a costrelated tuition policy, one designed to charge students higher tuition for higher-cost majors and lower tuition for lower-cost majors.

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The Financial Nexus Between College Choice and Persistence

Abstract: The connections between student aid, college choice, and persistence are not always fully understood by institutional researchers and the institutions they serve. This chapter examines and contrasts this nexus for a national sample of students in both the public and the private sectors.

Cited by 59 publications

References 16 publications

Working Students’ Perceptions of Paying for College: Understanding the Connections between Financial Aid and Work

Working Students’ Perceptions of Paying for College: Understanding the Connections between Financial Aid and Work

Enrollment, Persistence and Graduation of In-State Students at a Public Research University: Does High School Matter?

Student response to tuition increase by academic majors: empirical grounds for a cost-related tuition policy

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