Effect Of Financial Aid Research Articles

Evaluating the Quality of Life of Beneficiaries After Providing Financial Aid by a Multi-specialty Tertiary Care Hospital.

Background Financial aid programs offered by multi-specialty tertiary care hospitals play a crucial role in ensuring equitable access to healthcare. This study investigates the effect of financial aid on the quality of life (QoL) of beneficiaries, aiming to provide a comprehensive understanding of the multifaceted relationship between healthcare support and overall well-being. Aim The study's objectives included assessing changes in pre- and post-aid QoL, identifying influencing factors, understanding beneficiary experiences, and evaluating the effectiveness of financial aid programs. Methods The study adopted quantitative assessments through QoL questionnaires developed based on the WHO BREF questionnaire and insights obtained through interviews. A representative sample of beneficiaries was selected, informed consent was obtained, and an institutional ethical certificate was also obtained. Results The findings overwhelmingly support the alternative hypothesis. The alternative hypothesis was that after receiving financial support, recipients' quality of life would increase. Quantitative analysis revealed a statistically significant enhancement in the QoL of beneficiaries across physical, mental, and social well-being domains. The quality of life scores of patients before and after receiving the support was statistically tested using a paired t-test, and the quality of life score has improved significantly with a p-value of 4.156 × 10-28 (p value<0.001). The comparison of quality of life scores of the control group with the patient's group before getting the support was tested using an independent sample t-test and found to be non-significant (p=0.496), while a similar comparison between the control group and the patient's group after receiving the support was found to be statistically highly significant with a p-value of 8.721 × 10-28 (p-value<0.001). Conclusions This research demonstrates the substantial impact of financial aid on the QoL of beneficiaries in a multi-specialty tertiary care hospital setting. It underlines the importance of addressing economic barriers and providing patient-centered, holistic support. These insights have broader implications for healthcare policy and practice, promoting a more comprehensive approach to patient well-being.

A Proposed Framework of The Effect of Financial Aid, Student Loan and Perceived Financial Well-Being on Student Engagement

A Proposed Framework of The Effect of Financial Aid, Student Loan and Perceived Financial Well-Being on Student Engagement

Analysis and Countermeasures of the Current Situation of University Funded Education in the View of Syndrome Differentiation

Student financial assistance in Colleges and universities is an important part of the overall deployment of "targeted poverty alleviation". In order to understand the current situation of financial aid in Colleges and universities and put forward the corresponding countermeasures, a questionnaire was designed based on the identification of poor students, the form of financial aid, psychological assistance and the effect of financial aid. According to the results, using the thought of syndrome differentiation and treatment of traditional Chinese medicine, the concept of combination of disease and syndrome, three factors and so on is applied to the identification and funding of poor students, so as to promote the innovative development of funding education in colleges and universities.

A Narrative Literature Review Addressing the Relationship between Students Enrollment and Campus-Based Financial Aid in United State of America

This article utilizes narrative literature review method to examine the impactful effect of financial aid on students’ enrolment in general. As part of the narrative literature review analysis a Boolean search of 50 articles met the criteria for inclusion. In relation to the literature search, the data collection procedure considered the first and second authors of the completed simultaneous electronic and ancestral searches for peer-reviewed articles by using the following online databases: APA-PsycINFO, Education Research Complete (ERC), Education Resources Information Center (ERIC), Education Index, Education Full Text, Crossref, IndexCopernicus, and SPORTDiscus as well as Google scholar and advanced Google scholar. As part of the findings for the study utilized for the article, many scholars made specific inferences to the campus-based financial aid in their studies as the main fiscal management determinants of students’ enrollment. Out of the fifty articles, 25 of the researchers, thus 50%, underscored and also perceived fiscal management as a determinant of students’ enrolment by utilizing the concept of campus-based financial aid availability or tuition waiver. Researchers of 25 articles—thus 50% -- explicitly stated that participants had difficulty connecting financial aid availability with students’ enrolment. A total of 13 (25%) researchers have explained in their research that student’ and management teams were able to make the connection between financial aid availability and students’ enrolment (or choice of school). Above all, the article has unearthed implications as well as made cogent suggestion for future research in order to contribute to overall educational policy of society. Keywords: Students’ enrolment, financial aid, fiscal management, tuition cost, realist, idealist, HBCU, and education. DOI: 10.7176/JEP/12-34-02 Publication date: December 31 st 2021

Fighting for Education: Financial Aid and Degree Attainment

The Post-9/11 GI Bill brought about the largest expansion in veteran education benefits since the end of World War II, increasing annual benefit expenditures from $3 billion to more than $13 billion. Leveraging variation over time, geography, and type of veterans, I explore the effect of financial aid on degree attainment. I find that the aid expansion increased degree attainment by 5–6 percentage points (25%), roughly 0.4 percentage points per $1,000 of additional maximum aid. These findings indicate that financial aid can increase degree attainment, even for individuals with high levels of initial support.

Born under a Lucky Star

Financial aid can affect both college enrollment and graduation. The effects on graduation can be driven by students being induced to enroll by financial aid, students who would have enrolled anyway graduating as a result of the financial aid, or both. This study isolates the effect of financial aid on the second group by examining a change in aid that did not change enrollment. I study a discontinuous change in the amount of aid available to students who meet the age cutoff for financial independence. I find that additional aid causes some university seniors to graduate one year earlier. [ABSTRACT FROM AUTHOR]

The impact of scrappage programmes on the demand for new vehicles: Evidence from Spain

We evaluate the impact of the Spanish car scrappage programme introduced in May 2009 on short-run car purchases. The scrappage programme was simultaneously discussed and implemented and was therefore exogenous to the consumers. We analyse the effect of this programme on household new car purchase decision and household expenditures. The results show that the scrappage programme increased the probability of buying a new car but decreased the mean expenditure devoted to the purchase of this new vehicle. We also evaluate the effect of financial aid on household welfare. Our best estimate of the welfare gain related to the scrappage programme is very similar to the aid of €1000 offered by the public administrations.

The Intended and Unintended Impacts of a Merit-Based Financial Aid Program for the Poor: The Case of Ser Pilo Paga

We study a recent merit-based financial program for the poor in Colombia. We exploit sharp eligibility rules in household wealth and standardized test scores to identify the causal effect of financial aid on postsecondary enrollment and academic performance. We find large positive effects on postsecondary enrollment on both the extensive and intensive margins. Immediate enrollment doubled among eligible students, making the SES gap in enrollment disappear among top students. At the intensive margin, the program shifted students from low-quality institutions into higher-quality institutions, and from public to private colleges. We also observe significant general equilibrium effects in secondary and postsecondary education. The program promoted class diversity at top private schools, and significantly raised student quality at these institutions (but not public institutions). Demand for top private education shifted to the right, driving admission rates downward and increasing entry competition at these institutions, thus raising stratification by ability. However, program beneficiaries did not fully crowd out high-SES students from top private schools because supply also expanded. Finally, the program seems to have raised high school exit test performance among recent cohorts with relatively poor backgrounds.

Impact of Need-Based Financial Aid on Student Persistence at Public Institutions: An Application of the Regression-Discontinuity Design

We take advantage of a unique program design to estimate the effect of financial aid on first-to-second year persistence. In Tennessee, need-based financial aid is given to eligible students on a first-come, first-served basis, based on when the student files the Free Application for Federal Student Aid. Using a regression-discontinuity design, we compare the persistence among eligible students who received need-based aid in the first and second years of college with eligible students who failed to to apply before the undisclosed cutoff date in the second year. Students at the University of Tennessee who retained their financial aid were 9.5 percentage points more likely to persist than students who lost their financial aid.

Here Today, Gone Tomorrow? Investigating Rates and Patterns of Financial Aid Renewal Among College Freshmen

College affordability continues to be a top concern among prospective students, their families, and policy makers. Prior work has demonstrated that a significant share of prospective students forgo financial aid because they did not complete the Free Application for Federal Student Aid (FAFSA); recent federal policy efforts have focused on supporting students and their families to successfully file the FAFSA. Despite the fact that students must refile the FAFSA every year to maintain their aid eligibility, there are many fewer efforts to help college students renew their financial aid each year. While prior research has documented the positive effect of financial aid on persistence, we are not aware of previous studies that have documented the rate at which freshman year financial aid recipients successfully refile the FAFSA, particularly students who are in good academic standing and appear well-poised to succeed in college. The goal of our paper is to address this gap in the literature by documenting the rates and patterns of FAFSA renewal. Using the Beginning Postsecondary Students Longitudinal Study, we find that roughly 16 % of freshmen Pell Grant recipients in good academic standing do not refile a FAFSA for their sophomore year. Even among Pell Grant recipients in good academic standing who return for sophomore year, nearly 10 % do not refile a FAFSA. Consequently, we estimate that these non-refilers are forfeiting $3,550 in federal student aid that they would have received upon successful FAFSA refiling. Failure to refile a FAFSA is strongly associated with students dropping out later in college and not earning a degree within six years. These results suggest that interventions designed to increase FAFSA refiling may be an effective way to improve college persistence for low-income students.

The Recruitment and Retention of Hispanic Undergraduate Students in Public Universities in the United States, 2000-2006

In many public U.S. universities, Hispanic undergraduates are underrepresented in terms of enrollment and graduation. This mixed-method geographical study investigated whether some public universities outperform others in recruiting and retaining Hispanic undergraduates. The quantitative findings showed that the effect of financial aid and cost-of-attendance variables on the recruitment and retention of Hispanic undergraduates vary by census regions and divisions. The qualitative findings revealed seven key themes to the successful recruitment and retention of Hispanic undergraduates.

The effect of public financial aid on dropout from and completion of university education: evidence from a student grant reform

There is limited and uncertain evidence on how financial aid affects dropout from or the completion of higher education. A large-scale reform of the Danish student grant and loan system that among others increased student grants by up to $3,000 per year (57 %) was used to identify causal effects of financial aid on outcomes for university students. Estimates were obtained from year-of-study specific models for students observed just before and after the reform, controlling for student, parental and labour-market characteristics. The estimates indicate that the reform lowered dropout rates, but had no overall effect on completion rates, although with substantial variation across population subgroups. The impact on dropout rates was found to be higher for students from a lower socio-economic background and the impact on completion rates was found to be higher three years after the designated study time to completion. The reform seems to have performed as intended by increasing the take-up of student grants and lowering work hours while studying.

Financial Aid and Persistence in Community Colleges: Assessing the Effectiveness of Federal and State Financial Aid Programs in Oklahoma

Using a longitudinal, state-wide dataset, this study assessed the effect of financial aid on the persistence of full-time students in associate’s degree programs at the Oklahoma community colleges. Three financial-aid sources were examined: the Oklahoma Higher Learning Access Program (OHLAP), Pell grants, and Stafford loans. Results indicate that these forms of financial aid, alone and in combination, were predictors of persistence measured in terms of the student progressing from 1styear status to 2nd-year status.The effect of financial aid, however, was moderated by ethnicity and income.

Causal Inference and Omitted Variable Bias in Financial Aid Research: Assessing Solutions

This article highlights the problem of omitted variable bias in research on the causal effect of financial aid on college‑going. I first describe the problem of self‑selection and the resulting bias from omitted variables. I then assess and explore the strengths and weaknesses of random assignment, multivariate regression, proxy variables, fixed effects, difference‑in‑differences, regression discontinuity, and instrumental variables techniques in addressing the problem. I focus on the intuition, assumptions, and applications of each method in the context of the same research question, providing practical guidance for researchers interested in implementing these approaches.

The Effect of Financial Aid on Students' College Choice: Differences by Racial Groups

This study analyzed the impact of specific types of financial aid on students' college choice, with particular focus on racial differences. For overall student populations, the receipt of grants or a combination of grants with loans had a positive impact on attending first choice institutions. In contrast, having loans only had no significant impact. Going one step further, distinct patterns were found in the effects of financial aid on college choice by racial groups. White students were more likely to attend their first-choice institutions if they received grants or a combination of grants with loans. Asian American students were strongly influenced by having loans or a combination of grants with loans when they decided to attend their first choice of colleges. In contrast, college choices of Latino and African American students were not influenced by financial aid. Implications of the findings for financial aid policy are indicated and future research on the topics recommended.

Estimating the Effect of Financial Aid Offers on College Enrollment: A Regression–Discontinuity Approach*

An important problem faced by colleges and universities, that of evaluating the effect of their financial aid offers on student enrollment decisions, is complicated by the likely endogeneity of the aid offer variable in a student enrollment equation. This article shows how discontinuities in an East Coast college's aid assignment rule can be exploited to obtain credible estimates of the aid effect without having to rely on arbitrary exclusion restrictions and functional form assumptions. Semiparametric estimates based on a regression–discontinuity (RD) approach affirm the importance of financial aid as an effective instrument in competing with other colleges for students.

Identification and Estimation of Treatment Effects with a Regression-Discontinuity Design

Ž. THE REGRESSION DISCONTINUITY RD data design is a quasi-experimental design with the defining characteristic that the probability of receiving treatment changes discontinuously as a function of one or more underlying variables. This data design arises frequently in economic and other applications but is only infrequently exploited as a source of identifying information in evaluating effects of a treatment. In the first application and discussion of the RD method, Thistlethwaite and Campbell Ž. 1960 study the effect of student scholarships on career aspirations, using the fact that awards are only made if a test score exceeds a threshold. More recently, Van der Klaauw Ž. 1997 estimates the effect of financial aid offers on students’ decisions to attend a particular college, taking into account administrative rules that set the aid amount partly on the basis of a discontinuous function of the students’ grade point average and SAT Ž. score. Angrist and Lavy 1999 estimate the effect of class size on student test scores, taking advantage of a rule stipulating that another classroom be added when the average Ž. class size exceeds a threshold level. Finally, Black 1999 uses an RD approach to estimate parents’ willingness to pay for higher quality schools by comparing housing prices near geographic school attendance boundaries. Regression discontinuity methods have potentially broad applicability in economic research, because geographic boundaries or rules governing programs often create discontinuities in the treatment assignment mechanism that can be exploited under the method. Although there have been several discussions and applications of RD methods in the literature, important questions still remain concerning sources of identification and ways of estimating treatment effects under minimal parametric restrictions. Here, we show that identifying conditions invoked in previous applications of RD methods are often overly strong and that treatment effects can be nonparametrically identified under an RD design by a weak functional form restriction. The restriction is unusual in that it requires imposing continuity assumptions in order to take advantage of the known discontinuity in the treatment assignment mechanism. We also propose a way of nonparametrically estimating treatment effects and offer an interpretation of the Wald estimator as an RD estimator.

Tuition, Financial Aid, Debt, and Dental Student Attrition

The 1993 National Postsecondary Student Aid Study (NPSAS:93) was used to develop a model of dental student within-year persistence that examines the influence of three price and price subsidies (financial aid, tuition, and debt) variations on the probability of within-year persistence of dental students. Results indicate that the amount of financial aid received by dental students may be meeting their immediate financial needs as tuition is charged from one semester to the next. However, debt, a measure of longer-term and accumulative financial burden incurred beginning with undergraduate preparation, may have an intervening influence on the probability of within-year persistence. When considering both debt and tuition costs, the effect of financial aid is reduced considerably. While tuition increases do not appear to have a negative impact on current year persistence decisions, the significant negative coefficient for debt (p < . OS) may indicate that there is a limit to the cumulative debt that a student is willing to assume. By assuming increasingly more debt, dental students are putting themselves at significant risk for dropping or stopping out.