Document Author: Katharine M. Broton

Seeking STEM: The Causal Impact of Need-Based Grant Aid on Undergraduates’ Field of Study (2023)

ABSTRACT
Increasing the number of science, technology, engineering, and mathematics (STEM) degrees is a national priority and one way to promote the socioeconomic mobility of students from low-income families. Prior research examining why students do not complete STEM majors often points to students’ lack of academic preparation, preferences for non-STEM majors, or lack of information about the value of STEM. This paper uses a randomized experiment to investigate an alternative explanation, that some students lack the financial resources to succeed in demanding majors. In a control group of university students from low-income families, 18.6% of students had declared a STEM major by their third year of college. In a treatment group who were offered additional need-based grant aid upon entering college, 26.5% of students declared a STEM major. Among students who had graduated within six years after entering college, 12.2% of control group graduates had earned a STEM degree compared to 20.2% of treatment group students. Need-based grants thus appear to have the potential to increase the share of low-income students studying and earning degrees in STEM.

Addressing Housing Insecurity and Living Costs in Higher Education (2016)

This Guidebook, co-authored with the Wisconsin HOPE Lab, reviews and explains strategies that institutions of higher education may consider to support their students with housing insecurity and other living costs, as well as examples of these strategies’ implementation. In the introduction, the Guidebook contextualizes these strategies with reference to evidence on student living costs, most of which has been discussed in prior PD&R publications. With high rates of college enrollment despite stagnant or declining family incomes and increasing college costs, today many college students are struggling to make ends meets and succeed in school. Key strategies include, for example, engaging in extensive, approach outreach for students who may benefit from support; partnering with local agencies and organizations such as Continuums of Care; and connecting students with benefits. The Guidebook is sourced from interviews, suggestions from stakeholders including other federal agencies, and existing research.

Too Distressed to Learn? Mental Health Among Community College Students (2016)

A new study at 10 community colleges across the nation reveals that half of
the more than 4,000 community college students surveyed are experiencing
a current or recent mental health condition. Less than half of these students
are receiving any mental health services. Students age 25 and younger are
especially likely to have an untreated mental health condition. As mental
illness can impair academic success and quality of life, there is a clear
need for greater attention to and resources for mental health services and
programs on community college campuses.

Working for College: The Causal Impacts of Financial Grants on Undergraduate Employment (2016)

One way in which financial aid is thought to promote college success is by minimizing the time students
spend working. Yet, little research has examined if this intended first-order effect occurs, and results
are mixed. We leverage a randomized experiment and find that students from low-income families in
Wisconsin offered additional grant aid were 5.88 percentage points less likely to work and worked 1.69
fewer hours per week than similar peers, an 8.56% and 14.35% reduction, respectively. Students
offered the grant also improved qualitative aspects of their work experiences; they were less likely to
work extensively, during the morning hours, or overnight. Grant aid thus appears to partially offset
student employment, possibly improving prospects for academic achievement and attainment.

Meal Vouchers Matter for Academic Attainment: A Community College Field Experiment (2023)

Given growing awareness of the high prevalence of food insecurity among college students, higher education leaders are
implementing various food interventions on their campuses. However, there is little research on the efficacy and impact of
these initiatives. Using data from a field randomized control trial, we find that a relatively modest financial investment in
campus meal cards coupled with proactive outreach by an existing campus office improved community college students’
academic attainment outcomes. Students who were invited to participate in the meal voucher program attempted and
completed more credits during their first year of college and were more likely to graduate in 2 years than otherwise similar
peers, indicating that a campus meal program can promote college success.

Basic Needs Insecurity and Mental Health: Community College Students’ Dual Challenges and Use of Social Support (2022)

The objective of this study is to examine the potential co-occurrence of basic needs insecurity and mental health problems among community college students. These barriers to student success are gaining significant attention from college leaders and scholars, but they are often addressed in isolation, ignoring the potential reinforcing nature of these challenges. We use data from a national survey of community college students to examine the relationship between experiences of basic needs insecurity and mental health problems, and investigate the support systems that students rely on for help. Findings indicate that students who experience basic needs insecurity are substantively and significantly more likely than their materially secure peers to report depression, anxiety, and suicidal ideation, planning, or attempt, even after accounting for background characteristics. Those with both food and housing insecurities are even more likely to report mental health problems and the likelihood is positively associated with severity of material hardship. Given limited institutional supports, students often rely on friends or family for emotional and mental support. Receipt of social support is higher among those with mental health challenges, but it also varies by students’ basic needs security status. This suggests that students facing the dual challenges of basic needs insecurity and mental health problems may have exhausted this important social resource.

Poverty in American Higher Education: The Relationship Between Housing Insecurity and Academic Attainment (2021)

A substantial share of college students experience housing insecurity and too many students leave higher education before earning a credential. Both of these experiences are more common among students from low-income families who often lack adequate resources. While prior conceptual and qualitative investigations suggest that housing insecurity is associated with poorer student outcomes, this relationship has not been tested due to quantitative data limitations. In this paper, I use data from a state-wide longitudinal study of students from low-income families to conduct the first empirical test of the relationship between housing insecurity early in college and later college achievement and attainment. Findings show that housing insecurity is a statistically significant predictor of academic success, net of background factors. Specifically, housing insecurity is associated with an 8 to 12 percentage-point reduction in the probability of later degree attainment or enrollment. In the short-term, housing insecurity is also associated with lower mean GPA, a lower probability of obtaining at least a 2.0 GPA, and a higher probability of enrolling part-time rather than full-time, indicating that housing insecurity affects students’ college academic experiences in multiple ways. Efforts to promote college attainment should be expanded to consider students’ housing security. There are likely several points in time and multiple ways that higher education institutions, nonprofit agencies, and policymakers can intervene to promote secure housing and college success.

Experimental Evidence on the Impacts of Need-Based Financial Aid: Longitudinal Assessment of the Wisconsin Scholars Grant (2020)

We conduct the first long-term experimental evaluation of a need-based financial aid program, the privately funded Wisconsin Scholars Grant. Over multiple cohorts, the program failed to increase degree completion and graduate school enrollment up to 10 years after matriculation. The program did reduce time-to-degree for some students and modestly increased the number of STEM degrees earned. The lack of robust effects raises important questions about the conditions necessary for financial aid to benefit students.