What Works to Reduce Inequalities in Higher Education? A Systematic Review of the (Quasi-)Experimental Literature on Outreach and Financial Aid
What Works to Reduce Inequalities in Higher Education? A Systematic Review of the (Quasi-)Experimental Literature on Outreach and Financial Aid
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DOI：
10.1596/1813-9450-8802
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发表时间：
2019-04
期刊：
影响因子：
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通讯作者：
Estelle Herbaut;K. Geven
中科院分区：
文献类型：
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作者：
Estelle Herbaut;K. Geven
政策制定者越来越多地寻找方法，让更多的弱势学生获得并完成高等教育。迅速增长的（准）实验文献的政策干预高等教育提供了机会，以确定这些干预措施的因果关系对弱势学生的影响，并讨论在教育系统的最后阶段的不平等机制。本文回顾了75项研究，并严格比较了200多个因果关系的影响，推广和财政援助干预措施的机会和完成率的弱势学生在高等教育。本文发现，外展政策是广泛有效的，在增加弱势学生的机会时，这些政策包括积极的咨询或简化大学申请程序，但不是当他们只提供一般的高等教育信息。对于财政援助，该文件发现，基于需求的赠款不会系统地提高入学率，但只有当它们提供足够的资金来满足未满足的需求和/或包括高中期间的早期承诺时，才会导致改善。尽管如此，基于需求的助学金似乎一直在提高贫困学生的完成率。相比之下，证据表明，基于成绩的助学金很少能改善弱势学生的成绩。最后，结合外联和财政援助的干预措施带来了可喜的成果，尽管需要对这些混合干预措施进行更多的研究。
Policy makers are increasingly searching for ways to allow more disadvantaged students to access and complete higher education. The quickly growing (quasi-)experimental literature on policy interventions in higher education provide the opportunity to identify the causal effects of these interventions on disadvantaged students and discuss inequality mechanisms at the last stage of the educational system. The paper reviews 75 studies and rigorously compares more than 200 causal effects of outreach and financial aid interventions on the access and completion rates of disadvantaged students in higher education. The paper finds that outreach policies are broadly effective in increasing access for disadvantaged students when these policies include active counseling or simplify the university application process, but not when they only provide general information on higher education. For financial aid, the paper finds that need-based grants do not systematically increase enrollment rates but only lead to improvements when they provide enough money to cover unmet need and/or include an early commitment during high school. Still, need-based grants quite consistently appear to improve the completion rates of disadvantaged students. In contrast, the evidence indicates that merit-based grants only rarely improve the outcomes of disadvantaged students. Finally, interventions combining outreach and financial aid have brought promising results, although more research on these mixed interventions is needed.