Quarterly Journal of Economics · 2021 · Joshua D. Angrist、David Autor、Amanda Pallais
中文摘要
苏珊·汤普森·巴菲特基金会（STBF）提供的资助，为与众多州级资助项目所服务群体相似的学生群体提供全面支持。我们与STBF合作，在来自低收入、少数族裔和第一代大学生家庭的数千名内布拉斯加州高中毕业生中，随机分配了资助名额。随机分配的STBF资助使以四年制院校为目标的学生获得学士（BA）学位的比例提高约8个百分点。学位获得方面的增益集中于那些申请四年制院校、但若未获资助原本不太可能攻读四年制项目的学生。资助所引致的大学第一学年学士学位学分增加，是学位效应的中介机制。学生最初参与四年制院校教育的程度，解释了资助影响因目标校园及不同协变量子群体而异的原因。在本研究考察的所有子群体中，资助对终身收入的预计影响均超过边际教育支出。对于城市学生和学业准备相对薄弱的学生，预计收入增益超过资助方成本。
Abstract
Abstract Financial aid from the Susan Thompson Buffett Foundation (STBF) provides comprehensive support to a student population similar to that served by a host of state aid programs. In conjunction with STBF, we randomly assigned aid awards to thousands of Nebraska high school graduates from low-income, minority, and first-generation college households. Randomly assigned STBF awards boost bachelor’s (BA) degree completion for students targeting four-year schools by about 8 points. Degree gains are concentrated among four-year college applicants who would otherwise have been unlikely to pursue a four-year program. Degree effects are mediated by award-induced increases in credits earned toward a BA in the first year of college. The extent of initial four-year college engagement explains differences in impact by target campus and across covariate subgroups. The projected lifetime earnings effect of awards exceeds marginal educational spending for all of the subgroups examined in the study. Projected earnings gains exceed funder costs for urban students and for students with relatively weak academic preparation.