http://arks.princeton.edu/ark:/88435/dsp01th83kz360 2013-05-17T10:17:17Z 2013-05-17T10:17:17Z Golann, Joanne W. Gentsch, Kerstin Chung, Chang Y. Espenshade, Thomas J. http://arks.princeton.edu/ark:/88435/dsp01vt150j30r 2013-05-06T19:55:29Z 2012-11-01T00:00:00Z

Title: DOES THE “MISMATCH HYPOTHESIS” APPLY TO HISPANIC Authors: Golann, Joanne W.; Gentsch, Kerstin; Chung, Chang Y.; Espenshade, Thomas J. Abstract: This paper was prepared as a forthcoming chapter in The Education of the Hispanic Population, edited by Richard Verdugo and Billie Gastic, volume 2 in a series on The Hispanic Population. Partial support for this research was provided by grants from the Andrew W. Mellon Foundation and the Eunice Kennedy Shriver National Institute of Child Health and Human Development (grant #5R24HD047879). We are grateful to Valerie Fitzpatrick for preparing the tables and to Joann Donatiello and Elana Broch for bibliographic assistance.

2012-11-01T00:00:00Z Barrow, Lisa Richburg-Hayes, Lashawn Rouse, Cecilia Elena Brock, Thomas http://arks.princeton.edu/ark:/88435/dsp01qz20ss53s 2013-04-16T19:02:46Z 2012-02-01T00:00:00Z

Title: "Paying for Performance: The Education Impacts of a Community College Scholarship Program for Low-income Adults" Authors: Barrow, Lisa; Richburg-Hayes, Lashawn; Rouse, Cecilia Elena; Brock, Thomas Abstract: We evaluate the effect of performance-based incentive programs on educational outcomes for community college students from a random assignment experiment at three campuses. Incentive payments over two semesters were tied to meeting two conditions—enrolling at least half time and maintaining a “C” or better grade point average. Eligibility increased the likelihood of enrolling in the second semester after random assignment and total number of credits earned. Over two years, program group students completed nearly 40 percent more credits. We find little evidence that program eligibility changed types of courses taken but some evidence of increased academic performance and effort.

2012-02-01T00:00:00Z Krueger, Alan B. Zhu, Pei http://arks.princeton.edu/ark:/88435/dsp01f4752g762 2013-03-15T17:58:17Z 2003-10-01T00:00:00Z

Title: "Rejoinder to Peterson and Howell" Authors: Krueger, Alan B.; Zhu, Pei

2003-10-01T00:00:00Z Walling, Joan L. Espenshade, Thomas J. Chung, Chang Y. http://arks.princeton.edu/ark:/88435/dsp01js956f85c 2013-03-15T18:04:05Z 2003-03-01T00:00:00Z

Title: "Broadening the Context of Affirmative Action: The Role of Athletics and Legacy in College Admission Decisions" Authors: Walling, Joan L.; Espenshade, Thomas J.; Chung, Chang Y. Abstract: This study proposes a wider view of affirmative action than the one generally given in the literature on college admission. While discussions of affirmative action tend to focus solely on race, there are other characteristics of college applicants that could also fall under the rubric of affirmative action because of the "bonus" they confer. Our study examines the ways in which two important factors in college admission decisions, athletics and legacy, give an advantage to particular students. It is widely accepted that admission officers give preference to recruited athletes and to those who are members of a family line at a particular institution. This paper quantifies the extent of this advantage. It also asks which applicants are benefiting most from these preferences. Logistic regression analyses of admission decisions at three selective universities show that the advantages given by athletic talent and legacy status are differentially available among otherwise similarly qualified students.

2003-03-01T00:00:00Z