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ERIC Number: ED574313
Record Type: Non-Journal
Publication Date: 2016-Aug
Pages: 45
Abstractor: As Provided
Reference Count: 36
ISSN: ISSN-2042-2695
Testing Means-Tested Aid. CEP Discussion Paper No. 1396. Revised
Murphy, Richard; Wyness, Gill
Centre for Economic Performance
Inequalities do not end once students enter higher education. Yet, the majority of papers on the effectiveness of higher education aid examine its impact on college enrolment. In this paper, we provide evidence on the causal impact of means-tested but otherwise unconditional financial aid on the outcomes of students who have already enrolled in college. To do so, we exploit a unique non-salient financial aid program which varies both across and within institutions, and for which eligibility is a highly non-linear function of parental income. Using student-level administrative data collected from 9 English universities, we study the effects of aid receipt on college completion rates, annual course scores, and degree quality. Our findings suggest that each £1,000 of financial aid awarded increases the chances of gaining a good degree by around 3.7 percentage points, driven by increases in annual rates of completion and course scores. [This paper was produced as part of the Centre for Economic Performance's Education and Skills Programme.]
Centre for Economic Performance. London School of Economics and Political Science, Houghton Street, London, WC2A 2AE, UK. Tel: +44-20-7955-7673; Fax: +44-20-7404-0612; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: Economic and Social Research Council (England)
Authoring Institution: London School of Economics and Political Science (England), Centre for Economic Performance (CEP)
Identifiers - Location: United Kingdom (England)