ERIC Number: ED592361
Record Type: Non-Journal
Publication Date: 2018-Mar
Abstractor: As Provided
Monetary Substitution of Loans, Earnings, and Need-Based Aid in Postsecondary Education: The Impact of Pell Grant Eligibility. CEPA Working Paper No. 18-05
Evans, Brent J.; Nguyen, Tuan D.
Stanford Center for Education Policy Analysis
By applying a regression discontinuity design to national data of students at four-year colleges, this study identifies the substitution effects of exogenously received increases of grant aid on hours of paid labor, earnings, and borrowing while in college. Results confirm students substitute grant aid for both paid labor and borrowing. An average increase of $1,100 in grant aid reduces weekly job hours by 1.5-2 hours per week for women, corresponding to a decline in annual earnings of $850, and reduces borrowing by an average of $300-$400 dollars among all students. We find limited evidence of grant aid's impact on academic outcomes.
Descriptors: Federal Aid, Grants, College Students, Income, Student Loan Programs, Student Employment, Gender Differences, Academic Persistence
Stanford Center for Education Policy Analysis. 520 Galvez Mall, CERAS Building, 5th Floor, Stanford, CA 94305. Tel: 650-736-1258; Fax: 650-723-9931; e-mail: email@example.com; Web site: http://cepa.stanford.edu
Publication Type: Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: Stanford Center for Education Policy Analysis (CEPA)
Identifiers - Laws, Policies, & Programs: Pell Grant Program