There are reasons to believe American students from the middle- and lower-income tiers aren't making affordable college choices. Can a new ratings system help them make better, more affordable decisions?
For middle- to lower-income families in the U.S., in particular, the costs associated with attending a four-year university are becoming nearly impossible to bear. More and more students are ending up with significant debt after graduating from college, putting financial pressure on them at the outset of their professional careers.
The standard model of educational decisions predicts no (or minimal) effects of deferral on educational attainment, but this model may not tell the whole story. A study of those who were not accepted by lottery to a Mexican college shows that labor market effects must also be considered.
The Post-9/11 GI Bill increased the higher education benefits available to eligible individuals. Offering benefits to nearly 2 million veterans, it is more generous than previous bills but beneficiaries report challenges in using the new benefits.
Using two measures of job opportunities—local unemployment rates and the percentage of local workers employed in jobs that require a bachelor's degree—I find support for the warehouse hypothesis. In areas where unemployment is low, with ample jobs that do not require a bachelor's degree, youth have higher odds of entering the labor force.
This article examines the expectation to complete a bachelor's degree among a predominantly low-income, mainly African American, panel of Baltimore youths at the end of high school, at age 22, and at age 28.
Chicago's multi-grade charter high schools (those serving students in grades 7-12, 6-12 or K-12) appear to improve their students' chances of graduating and attending college, as compared with the city's traditional public high schools.
The demand for college among U.S. military reservists is strong and increasing. To continue to attract high-quality personnel, recruits could be given the option to attend college without the risk of being activated with their Reserve units.
This volume examines higher education as an industry. The authors focus on how institutions serve four identifiable markets that generate revenue (student enrollment, research funding, public fiscal support, and private giving).
Senior Policy Researcher; Affiliate Faculty, Pardee RAND Graduate School
Education Ph.D. in policy analysis, Pardee RAND Graduate School; M.A. in applied economics, University of Michigan; B.A. in economics, University of California, Berkeley
Senior Statistician; Head, Statistics Group; Professor, Pardee RAND Graduate School
Education Ph.D. in statistics, Carnegie Mellon University; M.S. in statistics, Carnegie Mellon University; B.S. in mathematics and statistics, American University