Publications

This Center on Poverty and Social Policy working paper estimates the incremental long-run benefits and costs of participation in CUNY’s Accelerate, Complete, and Engage program, aimed at increasing bachelor’s completion rates.

Using administrative data, this paper analyzes Get a Skill, Get a Job, Get Ahead (G3)—a free community college initiative that Virginia implemented in 2021—and shows that both institutions and students responded to the tuition-free messaging and eligibility criteria.

This ARCC Network brief uses enrollment and outcome data as well as interview data from eight colleges implementing the Get A Skill, Get A Job, Get Ahead (G3) program to examine college-level G3 outreach, recruitment, and enrollment strategies and the process for awarding G3 aid.

This fact sheet discusses how important Pell Grants are for community college students and describes recent and proposed changes in the Pell Grant program.

Using administrative data from the City University of New York (CUNY), this paper examines the impact of the summer Pell program on community college student persistence, completion, and employment outcomes.

Using three case studies, this paper examines the conditions under which dual enrollment programming could be made sustainable through efficiency gains, even for colleges that charge discounted tuition (or none at all)

This fact sheet outlines how the Federal Work-Study program works, its effects on academic and labor market outcomes, and why so few community college students receive Federal Work-Study aid.

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 Brookings report discusses what role the Federal Work-Study program might have in a modern “college completion and career readiness” agenda.

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.

Using an administrative data set from one state, this paper examines the effects of receiving a modest Pell Grant on financial aid packages, labor supply while in school, and academic outcomes for community college students.

This CAPSEE working paper examines the prevalence and consequences of Pell Grant recipients’ failure to meet the standards for satisfactory academic progress required for grant renewal.

In this report for Brookings, Judith Scott-Clayton lays out a new analysis that shows that the gap in student debt between Black and White bachelor's degree earners triples in the four years after graduation.