Do Credit Momentum Policies Through the 15 to Finish Improve Academic Progression and Completion of Low-Income, First-Generation Students? Evidence from a College Promise Program.
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| Title: | Do Credit Momentum Policies Through the 15 to Finish Improve Academic Progression and Completion of Low-Income, First-Generation Students? Evidence from a College Promise Program. |
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| Authors: | Chan, Roy Y.1 (AUTHOR) rchan@leeuniversity.edu |
| Source: | Research in Higher Education. Dec2022, Vol. 63 Issue 8, p1394-1426. 33p. 12 Charts, 3 Graphs, 1 Map. |
| Subject Terms: | *Scholarships, *Low-income students, Credit control, Financial aid, Financial policy, Race |
| Geographic Terms: | Indianapolis (Ind.) |
| Company/Entity: | Indiana University |
| Abstract: | Credit momentum policies, or performance-based financial aid policies, have become increasingly popular among policymakers seeking to improve degree completion rates. This paper examines Indiana's 30-credit-hour completion policy on first-time, full-time students who receive the Twenty-First Century Scholars (TFCS) Promise Program. Using administrative data from the Indiana University's University Institutional Research and Reporting, representing 7842 low-income students who enrolled shortly before the policy was implemented, I use a difference-in-differences framework to explore the heterogeneous treatment effects of a credit (academic) momentum policy that was supported by the Complete College America 15 to Finish initiative on the academic progression and completion of promise scholarship recipients at Indiana University Bloomington and Indiana University-Purdue University, Indianapolis, compared to non-TFCS Pell recipients from the Fall 2011 cohorts through the Fall 2014 cohorts. I find some evidence to suggest that credit momentum policies are associated with small increases in cumulative credits and grades but had no effect on degree completion status (Year 4 Graduation Status, Year 6 Graduation Status). I also find evidence that TFCS female and first-generation recipients responded positively to the policy change but find no evidence that the policy affects promise recipients differently by race/ethnicity. While consistent with prior work on credit momentum, these findings are among the first to explore the academic performance of college promise recipients. Together, these findings indicate that credit momentum policies may improve academic progression and completion for low-income, first-generation students who receive a promise scholarship. Implications for policy and research are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Research in Higher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 159840066 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Do Credit Momentum Policies Through the 15 to Finish Improve Academic Progression and Completion of Low-Income, First-Generation Students? Evidence from a College Promise Program. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Chan%2C+Roy+Y%2E%22">Chan, Roy Y.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> rchan@leeuniversity.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Research+in+Higher+Education%22">Research in Higher Education</searchLink>. Dec2022, Vol. 63 Issue 8, p1394-1426. 33p. 12 Charts, 3 Graphs, 1 Map. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Scholarships%22">Scholarships</searchLink><br />*<searchLink fieldCode="DE" term="%22Low-income+students%22">Low-income students</searchLink><br /><searchLink fieldCode="DE" term="%22Credit+control%22">Credit control</searchLink><br /><searchLink fieldCode="DE" term="%22Financial+aid%22">Financial aid</searchLink><br /><searchLink fieldCode="DE" term="%22Financial+policy%22">Financial policy</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Indianapolis+%28Ind%2E%29%22">Indianapolis (Ind.)</searchLink> – Name: SubjectCompany Label: Company/Entity Group: Su Data: <searchLink fieldCode="DE" term="%22Indiana+University%22">Indiana University</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Credit momentum policies, or performance-based financial aid policies, have become increasingly popular among policymakers seeking to improve degree completion rates. This paper examines Indiana's 30-credit-hour completion policy on first-time, full-time students who receive the Twenty-First Century Scholars (TFCS) Promise Program. Using administrative data from the Indiana University's University Institutional Research and Reporting, representing 7842 low-income students who enrolled shortly before the policy was implemented, I use a difference-in-differences framework to explore the heterogeneous treatment effects of a credit (academic) momentum policy that was supported by the Complete College America 15 to Finish initiative on the academic progression and completion of promise scholarship recipients at Indiana University Bloomington and Indiana University-Purdue University, Indianapolis, compared to non-TFCS Pell recipients from the Fall 2011 cohorts through the Fall 2014 cohorts. I find some evidence to suggest that credit momentum policies are associated with small increases in cumulative credits and grades but had no effect on degree completion status (Year 4 Graduation Status, Year 6 Graduation Status). I also find evidence that TFCS female and first-generation recipients responded positively to the policy change but find no evidence that the policy affects promise recipients differently by race/ethnicity. While consistent with prior work on credit momentum, these findings are among the first to explore the academic performance of college promise recipients. Together, these findings indicate that credit momentum policies may improve academic progression and completion for low-income, first-generation students who receive a promise scholarship. Implications for policy and research are discussed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Research in Higher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11162-022-09687-7 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 33 StartPage: 1394 Subjects: – SubjectFull: Scholarships Type: general – SubjectFull: Low-income students Type: general – SubjectFull: Credit control Type: general – SubjectFull: Financial aid Type: general – SubjectFull: Financial policy Type: general – SubjectFull: Race Type: general – SubjectFull: Indianapolis (Ind.) Type: general – SubjectFull: Indiana University Type: general Titles: – TitleFull: Do Credit Momentum Policies Through the 15 to Finish Improve Academic Progression and Completion of Low-Income, First-Generation Students? Evidence from a College Promise Program. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Chan, Roy Y. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 03610365 Numbering: – Type: volume Value: 63 – Type: issue Value: 8 Titles: – TitleFull: Research in Higher Education Type: main |
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