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  • 1
    Online Resource
    Online Resource
    Rising college access and completion : how much can free college help? (2020)
    [Washington, DC, USA] : World Bank Group, Latin America and the Caribbean Region, Office of the Chief Economist
    Details
    UID:
    gbv_1743772483
    Format: 1 Online-Ressource (circa 67 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9428
    Content: Free college proposals have become increasingly popular in many countries. To evaluate their potential effects, this paper develops and estimates a dynamic model of college enrollment, performance, and graduation. A central piece of the model, student effort has a direct effect on class completion and an indirect effect in mitigating the risk of not completing a class or not remaining in college. The model is estimated with rich, student-level administrative data from Colombia, and the estimates are used to simulate free college programs that differ in eligibility requirements. Among these, universal free college expands enrollment the most, but it does not affect graduation rates and has the highest per-graduate cost. Performance-based free college, in contrast, delivers a slightly lower enrollment expansion yet a greater graduation rate at a lower per-graduate cost. Relative to universal free college, performance-based free college places greater risk on students, but precisely for this reason leads them to better outcomes. Nonetheless, even performance-based free college fails to deliver a large increase in the graduation rate, suggesting that additional, complementary policies might be required to elicit the large increase in effort that is needed to raise graduation rates
    Additional Edition: Erscheint auch als Druck-Ausgabe Ferreyra, Maria Marta Rising College Access and Completion: How Much can Free College Help? Washington, D.C : The World Bank, 2020
    Language: English
    Keywords: Graue Literatur
    DOI: 10.1596/1813-9450-9428
    URL: lizenzpflichtig
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Open Access Request
    UB Potsdam
    MPI Bildungsforschung
  • 2
    Online Resource
    Online Resource
    Estimating the contribution of short-cycle programs to student outcomes in Colombia (2020)
    [Washington, DC, USA] : World Bank Group, Latin America and the Caribbean Region, Office of the Chief Economist
    Details
    UID:
    gbv_1743511221
    Format: 1 Online-Ressource (circa 63 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9424
    Content: Short-cycle higher education programs last between one and three years and capture approximately 20 percent of the world's higher education enrollment. Although they hold great promise for the skilling, up-skilling, and re-skilling of the workforce in the current world of work, little is known about the contribution they make to students' outcomes, above and beyond student or peer characteristics. This paper estimates the contribution of all short-cycle higher education programs in Colombia. It estimates value-added contributions by program, using unique administrative data on student outcomes and background, as well as program- and institution- level data. For a given outcome, the programs vary greatly in their raw outcomes and in their contribution to student outcomes. Although program-level contributions vary across fields, they vary even more within fields. Regression analysis shows that formal employment and wage contributions are greater for programs that are longer, delivered in a traditional mode, or taught in large cities, selective institutions, or institutions specialized in the field. The paper ends with a word of caution about the use of average program outcomes or contributions to build program rankings, as these vary greatly depending on the metric used
    Additional Edition: Erscheint auch als Druck-Ausgabe Ferreyra, Maria Marta Estimating the Contribution of Short-Cycle Programs to Student Outcomes in Colombia Washington, D.C : The World Bank, 2020
    Language: English
    Keywords: Graue Literatur
    DOI: 10.1596/1813-9450-9424
    URL: lizenzpflichtig
    URL: Deutschlandweit zugänglich
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Open Access Request
    UB Potsdam
    MPI Bildungsforschung
  • 3
    Online Resource
    Online Resource
    Rising College Access and Completion : How Much can Free College Help? (2020)
    Washington, D.C. :The World Bank,
    Details
    UID:
    almafu_9959699031602883
    Format: 1 online resource (67 pages)
    Series Statement: Policy research working papers.
    Content: Free college proposals have become increasingly popular in many countries. To evaluate their potential effects, this paper develops and estimates a dynamic model of college enrollment, performance, and graduation. A central piece of the model, student effort has a direct effect on class completion and an indirect effect in mitigating the risk of not completing a class or not remaining in college. The model is estimated with rich, student-level administrative data from Colombia, and the estimates are used to simulate free college programs that differ in eligibility requirements. Among these, universal free college expands enrollment the most, but it does not affect graduation rates and has the highest per-graduate cost. Performance-based free college, in contrast, delivers a slightly lower enrollment expansion yet a greater graduation rate at a lower per-graduate cost. Relative to universal free college, performance-based free college places greater risk on students, but precisely for this reason leads them to better outcomes. Nonetheless, even performance-based free college fails to deliver a large increase in the graduation rate, suggesting that additional, complementary policies might be required to elicit the large increase in effort that is needed to raise graduation rates.
    Language: English
    DOI: 10.1596/1813-9450-9428
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Open Access Request
    FU Berlin
    Charité
  • 4
    Online Resource
    Online Resource
    Estimating the Contribution of Short-Cycle Programs to Student Outcomes in Colombia / (2020)
    Washington, D.C. :The World Bank,
    Details
    UID:
    almafu_9959699032002883
    Format: 1 online resource (63 pages)
    Series Statement: Policy research working papers.
    Content: Short-cycle higher education programs last between one and three years and capture approximately 20 percent of the world's higher education enrollment. Although they hold great promise for the skilling, up-skilling, and re-skilling of the workforce in the current world of work, little is known about the contribution they make to students' outcomes, above and beyond student or peer characteristics. This paper estimates the contribution of all short-cycle higher education programs in Colombia. It estimates value-added contributions by program, using unique administrative data on student outcomes and background, as well as program- and institution- level data. For a given outcome, the programs vary greatly in their raw outcomes and in their contribution to student outcomes. Although program-level contributions vary across fields, they vary even more within fields. Regression analysis shows that formal employment and wage contributions are greater for programs that are longer, delivered in a traditional mode, or taught in large cities, selective institutions, or institutions specialized in the field. The paper ends with a word of caution about the use of average program outcomes or contributions to build program rankings, as these vary greatly depending on the metric used.
    Language: English
    DOI: 10.1596/1813-9450-9424
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Open Access Request
    FU Berlin
    Charité
  • 5
    Online Resource
    Online Resource
    Rising College Access and Completion : How Much can Free College Help? (2020)
    Washington, D.C : The World Bank
    Details
    UID:
    b3kat_BV048274867
    Format: 1 Online-Ressource (67 Seiten)
    Series Statement: World Bank E-Library Archive
    Content: Free college proposals have become increasingly popular in many countries. To evaluate their potential effects, this paper develops and estimates a dynamic model of college enrollment, performance, and graduation. A central piece of the model, student effort has a direct effect on class completion and an indirect effect in mitigating the risk of not completing a class or not remaining in college. The model is estimated with rich, student-level administrative data from Colombia, and the estimates are used to simulate free college programs that differ in eligibility requirements. Among these, universal free college expands enrollment the most, but it does not affect graduation rates and has the highest per-graduate cost. Performance-based free college, in contrast, delivers a slightly lower enrollment expansion yet a greater graduation rate at a lower per-graduate cost. Relative to universal free college, performance-based free college places greater risk on students, but precisely for this reason leads them to better outcomes. Nonetheless, even performance-based free college fails to deliver a large increase in the graduation rate, suggesting that additional, complementary policies might be required to elicit the large increase in effort that is needed to raise graduation rates
    Additional Edition: Erscheint auch als Druck-Ausgabe Ferreyra, Maria Marta Rising College Access and Completion: How Much can Free College Help? Washington, D.C : The World Bank, 2020
    Language: English
    DOI: 10.1596/1813-9450-9428
    URL: Volltext  (kostenfrei)
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Fulltext
    EUV Frankfurt
    HTW Berlin
  • 6
    Online Resource
    Online Resource
    Estimating the Contribution of Short-Cycle Programs to Student Outcomes in Colombia (2020)
    Washington, D.C : The World Bank
    Details
    UID:
    b3kat_BV048274863
    Format: 1 Online-Ressource (63 Seiten)
    Series Statement: World Bank E-Library Archive
    Content: Short-cycle higher education programs last between one and three years and capture approximately 20 percent of the world's higher education enrollment. Although they hold great promise for the skilling, up-skilling, and re-skilling of the workforce in the current world of work, little is known about the contribution they make to students' outcomes, above and beyond student or peer characteristics. This paper estimates the contribution of all short-cycle higher education programs in Colombia. It estimates value-added contributions by program, using unique administrative data on student outcomes and background, as well as program- and institution- level data. For a given outcome, the programs vary greatly in their raw outcomes and in their contribution to student outcomes. Although program-level contributions vary across fields, they vary even more within fields. Regression analysis shows that formal employment and wage contributions are greater for programs that are longer, delivered in a traditional mode, or taught in large cities, selective institutions, or institutions specialized in the field. The paper ends with a word of caution about the use of average program outcomes or contributions to build program rankings, as these vary greatly depending on the metric used
    Additional Edition: Erscheint auch als Druck-Ausgabe Ferreyra, Maria Marta Estimating the Contribution of Short-Cycle Programs to Student Outcomes in Colombia Washington, D.C : The World Bank, 2020
    Language: English
    DOI: 10.1596/1813-9450-9424
    URL: Volltext  (kostenfrei)
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Fulltext
    EUV Frankfurt
    HTW Berlin
  • 7
    Online Resource
    Online Resource
    Estimating the Contribution of Short-Cycle Programs to Student Outcomes in Colombia (2020)
    World Bank, Washington, DC
    Details
    UID:
    gbv_1759619442
    Format: 1 Online-Ressource
    Series Statement: Policy Research Working Paper No. 9424
    Content: Short-cycle higher education programs last between one and three years and capture approximately 20 percent of the world’s higher education enrollment. Although they hold great promise for the skilling, up-skilling, and re-skilling of the workforce in the current world of work, little is known about the contribution they make to students’ outcomes, above and beyond student or peer characteristics. This paper estimates the contribution of all short-cycle higher education programs in Colombia. It estimates value-added contributions by program, using unique administrative data on student outcomes and background, as well as program- and institution- level data. For a given outcome, the programs vary greatly in their raw outcomes and in their contribution to student outcomes. Although program-level contributions vary across fields, they vary even more within fields. Regression analysis shows that formal employment and wage contributions are greater for programs that are longer, delivered in a traditional mode, or taught in large cities, selective institutions, or institutions specialized in the field. The paper ends with a word of caution about the use of average program outcomes or contributions to build program rankings, as these vary greatly depending on the metric used
    Note: Colombia , Latin America & Caribbean , English
    Language: English
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Stabi Berlin
  • 8
    Online Resource
    Online Resource
    Rising College Access and Completion : How Much can Free College Help? (2020)
    Washington, D.C. :The World Bank,
    Details
    UID:
    edocfu_9959699031602883
    Format: 1 online resource (67 pages)
    Series Statement: Policy research working papers.
    Content: Free college proposals have become increasingly popular in many countries. To evaluate their potential effects, this paper develops and estimates a dynamic model of college enrollment, performance, and graduation. A central piece of the model, student effort has a direct effect on class completion and an indirect effect in mitigating the risk of not completing a class or not remaining in college. The model is estimated with rich, student-level administrative data from Colombia, and the estimates are used to simulate free college programs that differ in eligibility requirements. Among these, universal free college expands enrollment the most, but it does not affect graduation rates and has the highest per-graduate cost. Performance-based free college, in contrast, delivers a slightly lower enrollment expansion yet a greater graduation rate at a lower per-graduate cost. Relative to universal free college, performance-based free college places greater risk on students, but precisely for this reason leads them to better outcomes. Nonetheless, even performance-based free college fails to deliver a large increase in the graduation rate, suggesting that additional, complementary policies might be required to elicit the large increase in effort that is needed to raise graduation rates.
    Language: English
    DOI: 10.1596/1813-9450-9428
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Open Access Request
    FU Berlin
  • 9
    Online Resource
    Online Resource
    Rising College Access and Completion : How Much Can Free College Help? (2020)
    World Bank, Washington, DC
    Details
    UID:
    gbv_175961940X
    Format: 1 Online-Ressource
    Series Statement: Policy Research Working Paper No. 9428
    Content: Free college proposals have become increasingly popular in many countries, yet cross-country evidence indicates that higher college subsidies raise enrollment but not graduation rates. To capture the evidence and evaluate proposals, this paper develops and estimates a dynamic model of college enrollment, performance, and graduation. A central piece of the model, student effort, has a direct effect on class completion and an indirect effect mitigating the risk of performing poorly or dropping out. The model is estimated using rich student-level data from Colombia, and multiple free college programs are simulated. Among them, universal free college expands enrollment the most but does not affect graduation rates, thereby helping explain the evidence. Performance-based free college, in contrast, raises graduation rates yet has a smaller enrollment impact
    Note: Colombia , Latin America & Caribbean , English
    Language: English
    URL: kostenfrei
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Stabi Berlin
  • 10
    Online Resource
    Online Resource
    Estimating the Contribution of Short-Cycle Programs to Student Outcomes in Colombia / (2020)
    Washington, D.C. :The World Bank,
    Details
    UID:
    edocfu_9959699032002883
    Format: 1 online resource (63 pages)
    Series Statement: Policy research working papers.
    Content: Short-cycle higher education programs last between one and three years and capture approximately 20 percent of the world's higher education enrollment. Although they hold great promise for the skilling, up-skilling, and re-skilling of the workforce in the current world of work, little is known about the contribution they make to students' outcomes, above and beyond student or peer characteristics. This paper estimates the contribution of all short-cycle higher education programs in Colombia. It estimates value-added contributions by program, using unique administrative data on student outcomes and background, as well as program- and institution- level data. For a given outcome, the programs vary greatly in their raw outcomes and in their contribution to student outcomes. Although program-level contributions vary across fields, they vary even more within fields. Regression analysis shows that formal employment and wage contributions are greater for programs that are longer, delivered in a traditional mode, or taught in large cities, selective institutions, or institutions specialized in the field. The paper ends with a word of caution about the use of average program outcomes or contributions to build program rankings, as these vary greatly depending on the metric used.
    Language: English
    DOI: 10.1596/1813-9450-9424
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Open Access Request
    FU Berlin
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