Going to College and Finishing College.Explaining Different Educational Outcomes

By S. Turner. 2004

187 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/dc5b089551916c264049954d2cd2d3c5fb40bfb2

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Citations in the corpus

Working (and studying) day and night: Heterogeneous effects of working on the academic performance of full-time and part-time students (2014, background): “…initiatives, and studies to address college completion time.2 Taking longer to complete degrees has macroeconomic implications by lowering the supply of college-educated workers and potentially raising public costs through federal and state subsidies for higher education (Turner, 2004).”
Building the Stock of College-Educated Labor (2008, unknown): “Cohort size may affect educational attainment through capacity constraints in education (Bound and Turner 2004).”
The Effects of Student Coaching (2014, background): “Over this time period, completion rates among college participants fell by more than 25% (Turner, 2004).”
The Impact of Price Caps and Spending Cuts on U.S. Postsecondary Attainment (2017, unknown): “…our results relate to studies of “cohort crowding” and college quality, which draw linkages between changes in college resources, declining completion rates and increased time to degree over the last twenty years (Turner, 2004; Dynarski, 2008; Bound and Turner, 2007; Bound et al., 2010, 2012).”
STUDYING COLLEGE ACCESS AND CHOICE: A PROPOSED CONCEPTUAL MODEL (2006, background): “Attention to improving equity in college completion is also important, as some data suggest that college participation rates increased faster than college completion rates for individuals born between 1960 and 1980, and that the gap between participation and completion rates was especially large for”
Reducing Income Inequality in Educational Attainment: Experimental Evidence on the Impact of Financial Aid on College Completion1 (2016, background): “1794 American Journal of Sociology 43% of students in the second and third cohorts made SAP each semester they were observed ðsix semesters for cohorts 1 and 2, four semesters for cohort 3Þ. VARIATION IN IMPACTS Out-of-Pocket Costs As explained earlier, the impacts of the WSG offer might vary depend”
Competing Explanations of Undergraduate Noncompletion (2011, unknown): “…diverse Undergraduate Noncompletion literature (Bean & Metzner, 1985; Bowen et al., 2009; Bozick, 2007; Braxton, 2000; Dynarski, 2003; Goldrick-Rab & Roksa, 2008; Hoxby, 2004; Nora, Barlow, & Crisp, 2005; Seidman, 2005; Texas Guaranteed Student Loan Corporation, 1999; Tinto, 1993; Turner, 2004).”