Recent Publications

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New Resource for Researchers

Contemplating use of National Student Clearinghouse (NSC) data? This working paper by Susan Dynarksi, Steven Hemelt and Joshua Hyman explores the promises and pitfalls of using NSC data to measure a variety of postsecondary outcomes, and provides tips and examples for researchers.

New IES Grant - College Credit for High School Courses

The U.S. Department of Education's Institute of Education Sciences has awarded a $2 million grant that will allow Ford School faculty and colleagues at the University of North Carolina at Chapel Hill and the Tennessee Department of Education to launch a five-year study on the impact of a new Tennessee policy that allows students to earn college credits for advanced math courses taken in high school. See our joint press release and read more about the random control trial.

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Latest news

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Kevin Stange awarded Spencer Foundation grant
July 24, 2014

Ford School professor Kevin Stange has been awarded a $49,854 grant from the Spencer Foundation to study the effects of tuition deregulation on public high school graduates in Texas. The grant comes through the foundation's Education and Social Opportunity Area of Inquiry, which focuses on "studies that examine the ways in which differences in education experiences…translate into differences in employment, earning, and civic and social outcomes."

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Business Insider echoes calls for 2-question aid application
July 10, 2014

"Student aid applications are a burdensome gauntlet, and complexity is most damaging to students with the least resources," writes Dennis Zeveloff in a July 9 article, "Why We Should Cut the Federal Financial Aid Form from 130 Questions to 2," published in Business Insider. Tuition has risen sharply enough in the past twenty years that federal aid, controlled by the Free Application for Federal Student Aid, or FAFSA, has become an important part of affording college for most students. However, as Zeveloff notes, the 130-question, 10-page application is tedious enough that in 2009, 40 percent of the 20 million students enrolled in U.S. colleges left it incomplete.

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