Publications by Veronica Minaya

This Annenberg Institute working paper examines the relationship between community college students’ academic persistence and their time utilization, engagement with campus resources, and financial and mental well-being, as well as the relative importance of these factors for students’ educational attainment.

Using institutional survey and administrative data, this paper examines the association between statewide adoption of guided pathways practices by community colleges in Tennessee, Ohio, and Washington and improvements in first-year student outcomes.

This Annenberg Institute working paper provides up-to-date causal evidence on labor market returns to master’s degrees and examines heterogeneity in the returns by field area, student demographics, and initial labor market conditions.

Using a regression discontinuity approach and data from two cohorts of students in one state, this paper examines the effect of taking dual enrollment credits on the number of in-state public colleges students apply and are admitted to and the selectivity of those colleges.

Using employer-employee-student matched administrative data from Ohio, this paper provides the first direct evidence of workers' enrollment responses following mass layoffs in the United States.

This paper presents a methodology for assessing the scale of adoption and estimating the causal effects of guided pathways within states and across colleges that have adopted the approach.

Using descriptive methods as well as a quasi-experimental approach, this report examines the early college outcomes of Florida high school students who enrolled in a dual enrollment college algebra course.

Using data on two cohorts of Florida students who started public high school in 2007 and 2012, this report analyzes dual enrollment course-taking and outcomes by racial/ethnic group (Black, Hispanic, White) and course modality (face-to-face on-college-campus, face-to-face off-campus, and online).

This paper examines returns to terminal associate degrees and certificates up to 11 years after students initially entered a community college in Ohio. The authors use an individual fixed-effects approach that controls for students’ pre-enrollment earnings and allows the returns to credential completion to vary over time.

Using administrative data from Florida, this article examines the effect of changing the grading scale from whole-letter grades to plus/minus grades on STEM major choice.

This NBER working paper uses state administrative data and unemployment records to construct a variety of possible institution-level labor market outcome metrics to explore how sensitive institutional ratings are to the choice of labor market metric, length of follow-up, and inclusion of adjustments for student characteristics.

Using two waves of the Beginning Postsecondary Student survey, this paper provides the first national estimates of the effect of the Federal Work-Study program on students' academic and labor market outcomes.