| James Cofer
University of Missouri
The impact of federal financial aid policy on college choice and persistence
FINAL REPORT:
Study 1: Pushing the Boulder Uphill: The Persistence of First-Generation College Students
Patricia Somers, Shawn Woodhouse, and Jim Cofer
This study examined the impact of background, aspirations, achievement, college experiences, and price on the persistence of first-generation (F-gen) and continuing-generation (C-gen) college students at four-year institutions using NPSAS:96 (n = 24,262). We found differences between the two groups on the effect size for almost all of the significant variables. First-generation students were more sensitive to financial aid and averse to student loans than their peers. However, even variables such as high income, high test scores, and high grade point average, which similar studies have found to be significant and positively associated with persistence, did not influence the persistence of F-gen students in this study. We suggest that in addition to the variables in our model, the concepts of boundary spanning, cultural capital, and habitus can explain some of the differences between the two groups of students.
Study 2: What Influences Student Persistence at Two-Year Colleges? A Multi-year Comparison
James Cofer and Patricia Somers.
The Higher Education Act of 1992 increased dramatically the availability of student loan funds. This study examines the difference in effects of background, achievement and aspiration, college experience, price variables, and accumulated debt in 1993 as compared to 1996 on student persistence decisions using the National Student Postsecondary Aid Study. In contrast with previous studies using NPSAS:87, we find that there is more financial aid available, albeit in the form of loans. Current year subsidies are positively associated with persistence, but the opposite is true for accumulated debt, except for higher debt levels in 1996. We provide context and explanation for these findings.
Study 3: Within-year Persistence of Students at Two-year Colleges
James Cofer and Patricia Somers
Only two previous studies have used the National Postsecondary Student Aid Survey to examine the persistence of two-year college students. We used NPSAS:96 and found that tuition had a small negative effect on within-year persistence. Debtload was significant and negatively associated with persistence at low and middle levels of debt, but significant and positively associated with persistence for high levels of debt. We explore the implications of these findings and compare our research to the previous studies.
Study 4: The Early Bird Goes to College: The Link Between Early College Aspirations and Postsecondary Matriculation.
Patricia Somers, James Cofer, and Jim VanderPutten
This study used the National Educational Longitudinal Study (NELS:88) to examine how 8th and 10th grade student and parent attitudes and aspirations affected postsecondary attendance. Two-year and four-year students differed by socioeconomic status; educational aspirations; and concerns about college costs, reputation, and admission standards. We recommend early intervention to affect long-term systematic change in the culture and climate of schools. Such programs can decrease the distance between the 'rungs on the ladder' of educational aspirations and social mobility for students who have been historically underrepresented in higher education.
Study 5: Deeper in Debt: A Multi-year Comparison of the Effect of Debt on the Persistence of Two- and Four-year College Students.
Jim Cofer and Pat Somers.
This study examines the difference in effects of background, achievement and aspiration, college experience, price variables, and accumulated debt in 1993 as compared to 1996 on two- and four-year college student persistence decisions using the National Student Postsecondary Aid Study. We find, generally, that current year subsidies are positively associated with persistence, but the opposite is true for accumulated debt.
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