Suchergebnisse

These are proposed revisions to Chapter 62 regulation, R.62-450 through 62-505, South Carolina Need-based Grants Program. The proposed regulation will provides the eligibility criteria that students must meet in order to be awarded a South Carolina Need-based Grant.

The S.C. General Assembly established the South Carolina Need-Based Grant Program in 1996, to provide additional financial assistance to South Carolina's neediest students. The S.C. Commission on Higher Education was appropriated $32,000,000 ($20,000,000 from Lottery Funds and $12,000,000 from the Children's Education Endowment) for the 2019-20 academic year. The financial aid office on each eligible S.C. public college campus administers the S.C. Need-based Grant program, determines the students' eligibility to receive grant funding, and the exact amount based on the regulations approved by the General Assembly. Eligible students may receive awards for a maximum of eight full-time equivalent terms with full-time students able to receive up to $2,500 per year and part-time students up to $1,250 per year.

The S.C. General Assembly established the South Carolina Need-Based Grant Program in 1996, to provide additional financial assistance to South Carolina's neediest students. The S.C. Commission on Higher Education was appropriated $32,000,000 ($20,000,000 from Lottery Funds and $12,000,000 from the Children's Education Endowment) for the 2018-19 academic year. The financial aid office on each eligible S.C. public college campus administers the S.C. Need-based Grant program, determines the students' eligibility to receive grant funding, and the exact amount based on the regulations approved by the General Assembly. Eligible students may receive awards for a maximum of eight full-time equivalent terms with full-time students able to receive up to $2,500 per year and part-time students up to $1,250 per year.

National financial aid programs for disadvantaged students cover a significant fraction of college students and represent a non-negligible component of the public budget. These programs often have relatively weak academic requirements for renewal, potentially leading to moral hazard and efficiency losses. Using a reform in the Spanish need-based grant program in higher education, this paper tests the causal effect of receiving the same amount of grant under different intensities of academic requirements on student performance, degree completion, and student dropout. I use administrative micro-data on the universe of applicants to the grant in a large university. Exploiting sharp discontinuities in the grant eligibility formula, I find strong positive effects of being eligible for a grant on student performance when combined with demanding academic requirements, while there are no effects on student dropout. Students improve their final exam attendance rate, their average GPA in final exams, and their probability of completing the degree. They also reduce the fraction of subjects that they have to retake. The grant has no effects on student performance, degree completion, and student dropout when academic requirements are comparable to those set out by national need-based student aid programs around the world. These results suggest that academic requirements in the context of higher education financial aid can be an effective tool to help overcome moral hazard concerns and improve aid effectiveness.

National financial aid programs for disadvantaged students cover a significant fraction of college students and represent a non-negligible component of the public budget. These programs often have relatively weak academic requirements for renewal, potentially leading to moral hazard and efficiency losses. Using a reform in the Spanish need-based grant program in higher education, this paper tests the causal effect of receiving the same amount of grant under different intensities of academic requirements on student performance, degree completion, and student dropout. I use administrative micro-data on the universe of applicants to the grant in a large university. Exploiting sharp discontinuities in the grant eligibility formula, I find strong positive effects of being eligible for a grant on student performance when combined with demanding academic requirements, while there are no effects on student dropout. Students improve their final exam attendance rate, their average GPA in final exams, and their probability of completing the degree. They also reduce the fraction of subjects that they have to retake. The grant has no effects on student performance, degree completion, and student dropout when academic requirements are comparable to those set out by national need-based student aid programs around the world. These results suggest that academic requirements in the context of higher education financial aid can be an effective tool to help overcome moral hazard concerns and improve aid effectiveness.

National financial aid programs for disadvantaged students cover a significant fraction of college students and represent a non-negligible component of the public budget. These programs often have relatively weak academic requirements for renewal, potentially leading to moral hazard and efficiency losses. Using a reform in the Spanish need-based grant program in higher education, this paper tests the causal effect of receiving the same amount of grant under different intensities of academic requirements on student performance, degree completion, and student dropout. I use administrative micro-data on the universe of applicants to the grant in a large university. Exploiting sharp discontinuities in the grant eligibility formula, I find strong positive effects of being eligible for a grant on student performance when combined with demanding academic requirements, while there are no effects on student dropout. Students improve their final exam attendance rate, their average GPA in final exams, and their probability of completing the degree. They also reduce the fraction of subjects that they have to retake. The grant has no effects on student performance, degree completion, and student dropout when academic requirements are comparable to those set out by national need-based student aid programs around the world. These results suggest that academic requirements in the context of higher education financial aid can be an effective tool to help overcome moral hazard concerns and improve aid effectiveness.

National financial aid programs for disadvantaged students cover a significant fraction of college students and represent a non-negligible component of the public budget. These programs often have relatively weak academic requirements for renewal, potentially leading to moral hazard and efficiency losses. Using a reform in the Spanish need-based grant program in higher education, this paper tests the causal effect of receiving the same amount of grant under different intensities of academic requirements on student performance, degree completion, and student dropout. I use administrative micro-data on the universe of applicants to the grant in a large university. Exploiting sharp discontinuities in the grant eligibility formula, I find strong positive effects of being eligible for a grant on student performance when combined with demanding academic requirements, while there are no effects on student dropout. Students improve their final exam attendance rate, their average GPA in final exams, and their probability of completing the degree. They also reduce the fraction of subjects that they have to retake. The grant has no effects on student performance, degree completion, and student dropout when academic requirements are comparable to those set out by national need-based student aid programs around the world. These results suggest that academic requirements in the context of higher education financial aid can be an effective tool to help overcome moral hazard concerns and improve aid effectiveness.

Abstract
Using a unique reform in the Spanish financial aid program, I estimate the impact of need-based grants on student achievement and dropout decisions under different intensities of academic requirements. Utilising comprehensive administrative data from a large university, I exploit sharp discontinuities in the grant eligibility formula to identify the effect of aid on student outcomes. I find that aid eligibility has no effect on student outcomes when the academic requirements are comparable with most existing national grant schemes worldwide. In contrast, I find that need-based grants have strong positive impacts on student performance and degree completion when they are combined with more demanding academic requirements.

Needs‐based grant programs are budgeting systems that tie grant dollars to the needs of the grantees as determined by objective indicators. Although performance improvement is not an explicit goal of such grants, the associated awards could work as incentives for grantees to meet the grant criteria. In other words, grantees seek to improve their performance to fulfill the criteria, even though the grant‐makers intend such grants to support the existing operational needs of the grantees. This study tests these assertions in the context of the small transit intensive cities (STIC) grant that was established as a needs‐based grant system by the federal government to support small local transit agencies operating with unusually high service demands. This study argues that these systems would have a stronger impact on indicators over which grantees have more control. This study tests these assertions using a difference‐in‐differences analysis of 290 transit agencies over 17 years. The findings show that STIC is effective in improving grantee performance, at least on the indicators which are more amenable to control.

International audience ; Using comprehensive administrative data on France's single largest financial aid program, this paper provides new evidence on the impact of large-scale need-based grant programs on the college enrollment decisions, persistence, and graduation rates of low-income students. We exploit sharp discontinuities in the grant eligibility formula to identify the impact of aid on student outcomes at different levels of study. We find that the provision of 1,500 euros cash allowances to prospective undergraduate or graduate students increases their college enrollment rates by 5 to 7 percent. Moreover, we show that need-based grants have positive effects on student persistence and degree completion.

International audience ; Using comprehensive administrative data on France's single largest financial aid program, this paper provides new evidence on the impact of large-scale need-based grant programs on the college enrollment decisions, persistence, and graduation rates of low-income students. We exploit sharp discontinuities in the grant eligibility formula to identify the impact of aid on student outcomes at different levels of study. We find that the provision of 1,500 euros cash allowances to prospective undergraduate or graduate students increases their college enrollment rates by 5 to 7 percent. Moreover, we show that need-based grants have positive effects on student persistence and degree completion.

International audience ; Using comprehensive administrative data on France's single largest financial aid program, this paper provides new evidence on the impact of large-scale need-based grant programs on the college enrollment decisions, persistence, and graduation rates of low-income students. We exploit sharp discontinuities in the grant eligibility formula to identify the impact of aid on student outcomes at different levels of study. We find that the provision of 1,500 euros cash allowances to prospective undergraduate or graduate students increases their college enrollment rates by 5 to 7 percent. Moreover, we show that need-based grants have positive effects on student persistence and degree completion.

International audience ; Using comprehensive administrative data on France's single largest financial aid program, this paper provides new evidence on the impact of large-scale need-based grant programs on the college enrollment decisions, persistence, and graduation rates of low-income students. We exploit sharp discontinuities in the grant eligibility formula to identify the impact of aid on student outcomes at different levels of study. We find that the provision of 1,500 euros cash allowances to prospective undergraduate or graduate students increases their college enrollment rates by 5 to 7 percent. Moreover, we show that need-based grants have positive effects on student persistence and degree completion.

International audience ; Using comprehensive administrative data on France's single largest financial aid program, this paper provides new evidence on the impact of large-scale need-based grant programs on the college enrollment decisions, persistence, and graduation rates of low-income students. We exploit sharp discontinuities in the grant eligibility formula to identify the impact of aid on student outcomes at different levels of study. We find that the provision of 1,500 euros cash allowances to prospective undergraduate or graduate students increases their college enrollment rates by 5 to 7 percent. Moreover, we show that need-based grants have positive effects on student persistence and degree completion.

Objectives. This study assesses whether need‐based grants are equally conducive to the college persistence of students from various economic strata and the extent to which a redistribution of funds can narrow economic‐based inequality in college persistence.Methods. To estimate the causal effect of need‐based grants on several persistence outcomes the discontinuity created in the dollar amounts of Pell grants when the students have siblings attending college is exploited. The analyses use a nationally representative sample of students enrolled at four‐year institutions in 1995.Results. While the allocation of Pell Grants responds to students' pecuniary constraints, institutional and state grants expand the circle of recipients to more well‐off students. Yet, it is only the persistence of students from the bottom half of the income distribution that is sensitive to aid amounts. If the need‐based funds granted to affluent students had been diverted to these students, the gap in first‐year persistence would have been closed.Conclusions. For a redistribution of funds to boost degree attainment and achieve equality of educational opportunity it must be based on stricter means‐tested allocations of nonfederal funds as they are the main source of need‐based aid.