Unlocking Higher Education: Undergraduate Re-Enrollment and Graduate Student Lending
Jan 7, 2025
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Lesley Turner, an Associate Professor at the University of Chicago Harris School of Public Policy, dives into the reasons behind high college dropout rates and effective strategies for re-enrollment. She discusses a mentoring experiment aimed at helping former students return to their studies and the systemic barriers they face. Turner also explores the complexities of federal loan policies for graduate students, revealing their unintended consequences on tuition prices and enrollment rates, sparking a vital conversation on education access.
The podcast highlights that many students face significant barriers in re-enrollment due to financial difficulties and complex institutional processes.
Lesley Turner emphasizes that federal graduate student lending policies have not effectively increased enrollment or graduation rates among underrepresented groups.
Deep dives
Barriers to Re-enrollment in Higher Education
Many students who drop out of college face significant barriers that complicate their return, with approximately 30% of undergraduates not completing their degrees. Financial difficulties are a prominent factor, often compounded by the pressures of balancing work and school, particularly for students who are already managing family responsibilities. Unexpected life events, such as health crises or family income changes, can also force students to leave without formally withdrawing, resulting in holds on their academic records that hinder re-enrollment. This complexity highlights the need for colleges to simplify withdrawal and re-enrollment processes to facilitate a smoother transition back to academic life.
Effectiveness of One-on-One Coaching
A study examining the impact of one-on-one coaching for students who had dropped out showed that despite initial interest, engagement was low, with only about half of the participants having even a single interaction with their coach. The coaching aimed to help students navigate the complex re-enrollment process, which proved to be a significant deterrent when it came to returning to college. Barriers like unclear communication and administrative challenges further complicated the re-enrollment attempts, reinforcing the idea that personal coaching alone is insufficient without addressing systemic issues within educational institutions. The findings suggest that more robust support systems and clearer guidelines on how to properly withdraw or return are necessary for improving student outcomes.
Impact of Federal Graduate Plus Loan Program
The Graduate Plus Loan program, introduced in 2006, aimed to increase access to financing for graduate education by allowing students to borrow up to the total cost of their studies. However, research found that while total borrowing increased, there was no significant rise in enrollment among underrepresented groups or in high-demand fields like STEM and law. Additionally, contrary to expectations, there was no observable increase in graduation rates for students who accessed these loans, highlighting a disconnect between loan availability and educational attainment. Furthermore, the program inadvertently contributed to rising tuition costs, aligning with the Bennett Hypothesis, which posits that increases in federal student aid lead to higher institutional prices, suggesting a need for reevaluation of graduate loan policies.
Why do so many students leave college before completing their degree, and how can we help them return? Lesley Turner, Associate Professor at the University of Chicago Harris School of Public Policy, discusses results from a mentoring experiment aimed at boosting undergraduate re-enrollment. Then, she examines the ripple effects of federal policies on graduate student lending, exploring their impact on access, degree attainment, and tuition prices.
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