This report builds off previous research on American Honors to look at the unintended consequences of college promise programs for the economic mobility of high-achieving, low-income students.
This paper illustrates student responses to Satisfactory Academic Progress (SAP) requirements as well as the tradeoffs faced by a social planner weighing whether to set performance standards in the context of need-based aid.
This paper employs a difference-in-difference approach to examine the credit, credential completion, and labor market outcomes resulting from the year-round Pell using a state administrative dataset from a community college system.
This Brookings Institution report uses data from the U.S. Department of Education to examine whether disparities in student loan default rates by race/ethnicity and institution sector can be explained by other factors, along with what happens after a default and whether this also varies across student subgroups.
In this Brookings report, the author analyzes new data on student debt and repayment released by the U.S. Department of Education in October 2017. The author then provides five key findings based on this analysis.
With the goal of informing federal higher education policy decisions, this brief for the Urban Institute suggests federal student aid reform that simplifies the eligibility and application process.
This paper provides an overview of undergraduate financial aid to inform discussions of the future of undergraduate education in the United States and the role of financial aid within it.
Based on recent CAPSEE studies in two states, this brief discusses the motivations for satisfactory academic progress requirements for federal aid, examines how community college students are affected, and assesses the implications for program efficiency and equity.
This brief discusses current research, including CAPSEE analysis, regarding both the effectiveness of the Federal Work-Study (FWS) program and its equity in terms of the distribution of funds.
