墨尔本代写assignment:财政援助

2017-06-23 23:41

以前有关财政援助的研究强调了财政援助对大学出勤率和大学持续性的影响，尽管这两种可能代表着不同的个人决定。研究人员一直想知道这些助学金是否能改善学生的大学成绩。绝大多数研究都考察了基于需要的助学金对大学入学率的因果影响。例如，戴明和戴纳斯基（2009）表明，每增加1000美元的助学金的资格，可以有一个强大的和积极的学生在大学入学率的影响，随着扩招了3至4个百分点的平均概率的估计。一些研究者如布鲁斯、卡拉瑟斯（2011），dynarksi（2008），Scott Clayton（2011）研究的基础奖学金对学生是否获得学位价值的长期影响。最近，贝廷格等人。（2012）建议，帮助学生申请联邦救助像Pell助学金的大学持续增加。然而，很少有研究探讨基于需要的助学金对学生是否坚持、积累更多大学学分、最终完成学位的影响。具体而言，我们将重点放在田纳西州资格需要学生资助奖励计划的影响（TSAA）对学生是否进入，继续参加，并从大学毕业。因此，我们将侧重于基于需要的财政援助的长期影响，从而对文学作出贡献。拟议的研究也将有助于提供关于财政援助，特别是基于需要的援助对大学持续性和学位完成的影响的文献。此外，该研究将考察增加尺寸的影响需要通过其他例如金融援助，对学院的奖学金以及结果之间的相互作用，需要为基础的财政援助和择优资助。回归不连续的设计将用信息的基础上，确定学生是否有资格更多，或更少，基于需要的资助对学生是否进入的资格，TSAA的因果效应持续下去，完成大学学位课程。
墨尔本代写assignment:财政援助
Previous researches related to financial aid highlighted the effect of financial aid on college attendance and college persistence, even though this two likely represent very different sets of decisions for individuals. Researchers always wanted to know whether these grants lead to improvements in students’ college outcomes. A vast majority of research examined the causal effect of need-based grants on college access. For instance, Deming & Dynarski (2009 ) showed that for each additional $1,000 need-based grant eligibility can have a strong and positive effect on students enrollment in college, with the estimated probability of enrollment increasing by between 3 to 4 percentage on average. Several researchers such as Bruce and Carruthers(2011),Dynarksi(2008), Scott-Clayton(2011) examined the long-term effect of merit-based scholarships on whether students earn a degree. Recently, Bettinger, et al. (2012) suggested that helping students to apply for federal aid like the Pell Grant increase college persistence. However, a very little research has examined the effect of need-based grants on whether students persistent, accumulate more college credits, and ultimately complete a degree.The proposed study will investigate the effects of need-based grant eligibility on college attainment. Specifically, we will focus on the impact of eligibility for the need-based Tennessee Student Assistance Award Program (TSAA)on whether students enter, remain enrolled in, and graduate from college. As such, we will contribute to the literature by focusing on the longer-term effects of need-based financial aid. The proposed study will also contributes to the scant literature on the effects of financial aid, particularly need-based aid, on college persistence and degree completion. Additionally, the proposed study will examine the effects of increasing the size other need-based financial aid for example, the Pell Grant on college outcome as well as interaction between need based financial aid and merit based financial aid. A regression -discontinuity design will be used based on the information that determined whether students were eligible for more, or less, need-based grant aid to analyze the causal effect of TSAA eligibility on whether students entered, persisted in, and completed college level degree program.

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