The Relationship Between State Policy Levers and Student Mobility

Abstract

To address conceptual and methodological shortcomings in the extant literature on student mobility, this study employs event history modeling to describe and explain how state policy levers, specifically state grant aid, relates to mobility and baccalaureate degree completion. We find that state grant aid reduces mobility, but less so than institutional grant aid. We also find that regardless of the form of mobility, it was negatively related to degree completion. This inquiry contributes to work on student mobility, (e.g., McCormick, Transfer behavior among beginning postsecondary students: 1989-94, Tinto, Rev Educ Res 45(1): 1975) by conceptualizing persistence as student flow within and between institutions; and offers a conceptual tool for policy makers seeking to improve college completion.Keywords Student flow Á Event history analysis Á Educational attainment Á Financial aid Á Grants Student mobility-the movement of students into and through postsecondary educationis of growing importance in higher education. Prompted in part by the Obama administration's espousal of the 2020 goal (i.e., to have the highest proportion of college graduates in the world), numerous advocacy, research, policy, and philanthropic organizations have launched broad initiatives focused on getting more students into and through higher education (Russell 2011). These initiatives are being implemented in a context where student pathways through higher education are increasingly diverse and complex. This

‘Sentivo che stavo facendo la cosa giusta’. Aspettative di mobilità geografica e traiettorie socio-culturali degli studenti e delle studentesse in Italia

“…Mentre al nord e al centro il tasso d'occupazione post-laurea si avvicina a quello europeo, al sud il divario è molto più ampio. Ciò potrebbe significare, come rivelato per altre regioni che si trovano in una posizione simile o più periferica (Lopes 2020), che gli studenti del sud Italia siano più motivati a intraprendere percorsi di mobilità verticale verso paesi più economicamente attrattivi (Rivza e Teichler 2007), se sufficientemente sostenuti da incentivi nazionali alla mobilità e da risorse famigliari (Gross e Berry 2016).…”

The implications of a University of Louisville first year experience course on student success outcomes based on race and gender.

“…For many colleges and universities within the US, increased student retention is a main challenge and focus of institutional administrationthe significance of which is reflected in strategic plans and the many retention committees and task forces formulated to address it (Kalsbeek, 2013). Since the Obama Administration's 2020 goal to increase rates of degree completion in order to have the highest number of college graduates in the world and to maintain global competitiveness, the national conversation surrounding college student retention and degree completion has intensified along with broad initiatives to increase access and completion (Gross & Berry, 2015;Kalsbeek, 2013).…”