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Monetary substitution of loans, earnings, and need-based aid in postsecondary education: The impact of Pell Grant eligibility
ARTICLE

, Peabody College, United States ; , College of Education, United States

Economics of Education Review Volume 70, Number 1, ISSN 0272-7757 Publisher: Elsevier Ltd

Abstract

By applying a regression discontinuity design to national data of students at four-year colleges, this study identifies the average substitution effects of exogenously received increases of grant aid on hours of paid labor, earnings, and borrowing while in college. Results confirm students substitute grant aid for both paid labor and borrowing. An average increase of $1100 in grant aid reduces weekly job hours by 1.5–2 h per week for women, corresponding to a decline in annual earnings of $850, and reduces borrowing by an average of $300–$400 dollars among all students. We find limited evidence of grant aid's impact on academic outcomes.

Citation

Evans, B.J. & Nguyen, T.D. (2019). Monetary substitution of loans, earnings, and need-based aid in postsecondary education: The impact of Pell Grant eligibility. Economics of Education Review, 70(1), 1-19. Elsevier Ltd. Retrieved June 24, 2019 from .

This record was imported from Economics of Education Review on June 3, 2019. Economics of Education Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.econedurev.2019.02.004

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