Unlocking opportunity, advancing equity : improving college outcomes for marginalized students
Abstract/Contents
- Abstract
- Empirical evidence unambiguously asserts that a college education provides robust benefits to both individuals and societies. However, disparities in college enrollment and completion persist and limit opportunities for marginalized students to enjoy the advantages a college education affords, impeding progress toward equitable outcomes for all. The three chapters in this dissertation employ quantitative methods to evaluate policies and programs that aim to improve college access and success for marginalized students. The first chapter evaluates efforts to increase college access for rural students and revitalize rural economies. Results suggest a strong positive effect of branch campus openings on local economic activity. The second chapter estimates the differential impact of changes to the federal student loan policy on Historically Black Colleges and Universities (HBCUs) relative to other institutions. Results suggest that HBCUs are more responsive to these policy changes and experienced a disproportionately negative effect on enrollment when access to loans was restricted. The third chapter estimates the impact of a virtual college coaching intervention designed to help low-income, first-generation, and racial/ethnic minority students persist to degree completion. Results suggest that coaching has a positive effect on persistence to the second year, but that effect is not sustained beyond the intervention period. Together, these chapters provide evidence that informs efforts to unlock opportunity for all students and advance equity in college access and completion.
Description
| Type of resource | text |
|---|---|
| Form | electronic resource; remote; computer; online resource |
| Extent | 1 online resource. |
| Place | California |
| Place | [Stanford, California] |
| Publisher | [Stanford University] |
| Copyright date | 2023; ©2023 |
| Publication date | 2023; 2023 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Author | Dell, Madison |
|---|---|
| Degree supervisor | Bettinger, Eric |
| Thesis advisor | Bettinger, Eric |
| Thesis advisor | Antonio, Anthony Lising, 1966- |
| Thesis advisor | Dee, Thomas S. (Thomas Sean) |
| Degree committee member | Antonio, Anthony Lising, 1966- |
| Degree committee member | Dee, Thomas S. (Thomas Sean) |
| Associated with | Stanford University, Graduate School of Education |
Subjects
| Genre | Theses |
|---|---|
| Genre | Text |
Bibliographic information
| Statement of responsibility | Madison Marilyn Dell. |
|---|---|
| Note | Submitted to the Graduate School of Education. |
| Thesis | Thesis Ph.D. Stanford University 2023. |
| Location | https://purl.stanford.edu/jb258mw2554 |
Access conditions
- Copyright
- © 2023 by Madison Dell
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