Financial Aid

Testimony

Testimony Submitted to the Advisory Committee on Student Financial Assistance

September, 2015
Alexander Mayer, Lashawn Richburg-Hayes, John Diamond

This testimony presented by MDRC’s Alex Mayer to the federal Advisory Committee on Student Financial Assistance identifies several areas as being worthy of innovation paired with rigorous evaluation, including year-round financial aid, Federal Work-Study, and “satisfactory academic progress” in the Pell Grant program.

Report

Interim Findings from the Performance-Based Scholarship Demonstration in California

June, 2015
Lashawn Richburg-Hayes, Reshma Patel, Thomas Brock, Elijah de la Campa, Timothy Rudd, Ireri Valenzuela

This report presents early findings from a random assignment evaluation of performance-based scholarships targeting college-bound high school seniors in California. The scholarships were completely portable, meaning that a student could use them at any accredited, degree-granting college or university.

Issue Focus

MDRC’s Projects in Math for Low-Income Students, from Preschool to College

June, 2015

In our increasingly technological world, developing basic math skills is crucial. What can be done to promote more effective math education? This two-page issue focus describes a number of MDRC projects — from preschool to postsecondary education — that seek to improve the performance of low-income students in math.

Working Paper

Results from a Performance-Based Scholarship Experiment

June, 2015
Melissa Binder, Kate Krause, Cynthia Miller, Oscar Cerna

This random assignment study examines the long-term impacts of a program at The University of New Mexico offering low-income first-year students enhanced academic advising and financial aid that is contingent on performance. It finds that the program increased credit hour accumulation during the first two years and graduation rates after five years.

Issue Focus

Evidence from Three Studies

June, 2015

Results from three random assignment studies at New York City community colleges suggest that year-round financial aid can increase enrollment during the summer and winter sessions — and that summer and winter enrollment can help students earn more credits.

Working Paper
April, 2015
Alexander Mayer, Reshma Patel, Melvin Gutierrez

This random assignment study examines the long-term impacts of a community college program offering financial aid that is contingent on academic performance. Focusing on low-income parents, mostly mothers, it finds that the program decreased the time it took students to earn a degree but did not increase employment or earnings.

Report

Three-Year Effects of CUNY’s Accelerated Study in Associate Programs (ASAP) for Developmental Education Students

February, 2015

The City University of New York’s comprehensive ASAP program nearly doubles the three-year graduation rate for developmental education students in community college – at a lower cost-per-degree than regular services. ASAP also increases rates of transfer to four-year colleges.

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