Completion Grants: A Multi-Method Examination of Institutional Practice
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| Title: | Completion Grants: A Multi-Method Examination of Institutional Practice |
|---|---|
| Language: | English |
| Authors: | Goldrick-Rab, Sara, York, Travis, Cady, Clare, Baker-Smith, E. Christine |
| Source: | Grantee Submission. 2020. |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2020 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305N170020 |
| Document Type: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Public Colleges, Graduation, Grants, Student Financial Aid, College Students, Program Implementation, Eligibility, College Administration, Program Design |
| Geographic Terms: | Arizona, Florida, Ohio, North Carolina (Charlotte), Virginia (Richmond), Indiana (Indianapolis) |
| Abstract: | Purpose: Public universities are intent on increasing degree completion for many reasons. A stronger policy focus on completion and interest in removing students' financial hurdles has led to a rapid proliferation of completion grant programs. This paper reports on a mixed method implementation study of completion grant programs at seven broad- and open-access universities. We consider how the implementation of completion grant programs vary and how these variations are associated with administrative burden. Methods: Drawing on case studies of completion grant programs and student surveys, we examine the work of the administrators and professionals who create and implement these programs. Results: We analyze the drivers of variation in administrative burden, and describe model elements for administering completion grants that aim to minimize administrative burden and maximize efficacy. Implications: As it can diminish program efficacy and increase inequality, we pay particular attention to administrative burden for staff and students. [This paper will be published in the "Journal of Student Financial Aid."] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2021 |
| Access URL: | https://ir.library.louisville.edu/jsfa/vol50/iss1/1/ |
| Accession Number: | ED610450 |
| Database: | ERIC |
| Abstract: | Purpose: Public universities are intent on increasing degree completion for many reasons. A stronger policy focus on completion and interest in removing students' financial hurdles has led to a rapid proliferation of completion grant programs. This paper reports on a mixed method implementation study of completion grant programs at seven broad- and open-access universities. We consider how the implementation of completion grant programs vary and how these variations are associated with administrative burden. Methods: Drawing on case studies of completion grant programs and student surveys, we examine the work of the administrators and professionals who create and implement these programs. Results: We analyze the drivers of variation in administrative burden, and describe model elements for administering completion grants that aim to minimize administrative burden and maximize efficacy. Implications: As it can diminish program efficacy and increase inequality, we pay particular attention to administrative burden for staff and students. [This paper will be published in the "Journal of Student Financial Aid."] |
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