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Completion Grants: A Multi-Method Examination of Institutional Practice

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Bibliographic Details
Title: Completion Grants: A Multi-Method Examination of Institutional Practice
Language: English
Authors: Goldrick-Rab, Sara, York, Travis, Cady, Clare, Baker-Smith, Christy
Source: Journal of Student Financial Aid. Feb 2021 50(1).
Availability: Center for Economic Education at the University of Louisville. Porter Building, 1905 South 1st Street, Louisville, Ky, 40292. e-mail: jsfa@louisville.edu; Web site: https://ir.library.louisville.edu/jsfa/
Peer Reviewed: Y
Page Count: 21
Publication Date: 2021
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305N170020
Document Type: Journal Articles
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)
ISSN: 0884-9153
Abstract: 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. 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. As it can diminish program efficacy and increase inequality, we pay particular attention to administrative burden for staff and students. We consider how the implementation of completion grant programs vary and how these variations are associated with administrative burden. We also analyze the drivers of variation in that administrative burden, and describe model elements for administering completion grants that aim to minimize administrative burden and maximize efficacy. [For the corresponding grantee submission, see ED610450.]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2022
Accession Number: EJ1344298
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
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  Data: Completion Grants: A Multi-Method Examination of Institutional Practice
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Student+Financial+Aid%22"><i>Journal of Student Financial Aid</i></searchLink>. Feb 2021 50(1).
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  Data: Center for Economic Education at the University of Louisville. Porter Building, 1905 South 1st Street, Louisville, Ky, 40292. e-mail: jsfa@louisville.edu; Web site: https://ir.library.louisville.edu/jsfa/
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  Data: 21
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  Data: Institute of Education Sciences (ED)
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Public+Colleges%22">Public Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Graduation%22">Graduation</searchLink><br /><searchLink fieldCode="DE" term="%22Grants%22">Grants</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Financial+Aid%22">Student Financial Aid</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Eligibility%22">Eligibility</searchLink><br /><searchLink fieldCode="DE" term="%22College+Administration%22">College Administration</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Design%22">Program Design</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Arizona%22">Arizona</searchLink><br /><searchLink fieldCode="DE" term="%22Florida%22">Florida</searchLink><br /><searchLink fieldCode="DE" term="%22Ohio%22">Ohio</searchLink><br /><searchLink fieldCode="DE" term="%22North+Carolina+%28Charlotte%29%22">North Carolina (Charlotte)</searchLink><br /><searchLink fieldCode="DE" term="%22Virginia+%28Richmond%29%22">Virginia (Richmond)</searchLink><br /><searchLink fieldCode="DE" term="%22Indiana+%28Indianapolis%29%22">Indiana (Indianapolis)</searchLink>
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  Data: 0884-9153
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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. 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. As it can diminish program efficacy and increase inequality, we pay particular attention to administrative burden for staff and students. We consider how the implementation of completion grant programs vary and how these variations are associated with administrative burden. We also analyze the drivers of variation in that administrative burden, and describe model elements for administering completion grants that aim to minimize administrative burden and maximize efficacy. [For the corresponding grantee submission, see ED610450.]
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  Data: 2022
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  Data: EJ1344298
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1344298
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
    Subjects:
      – SubjectFull: Public Colleges
        Type: general
      – SubjectFull: Graduation
        Type: general
      – SubjectFull: Grants
        Type: general
      – SubjectFull: Student Financial Aid
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Program Implementation
        Type: general
      – SubjectFull: Eligibility
        Type: general
      – SubjectFull: College Administration
        Type: general
      – SubjectFull: Program Design
        Type: general
      – SubjectFull: Arizona
        Type: general
      – SubjectFull: Florida
        Type: general
      – SubjectFull: Ohio
        Type: general
      – SubjectFull: North Carolina (Charlotte)
        Type: general
      – SubjectFull: Virginia (Richmond)
        Type: general
      – SubjectFull: Indiana (Indianapolis)
        Type: general
    Titles:
      – TitleFull: Completion Grants: A Multi-Method Examination of Institutional Practice
        Type: main
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            NameFull: York, Travis
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            NameFull: Cady, Clare
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            NameFull: Baker-Smith, Christy
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              Type: published
              Y: 2021
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