Grants to low-income students had little lasting impact on their performance, concludes a MDRC study at Borough of Manhattan Community College and Hostos Community College, both in New York City.
Based on their enrollment and completion levels, study participants received grants of up to $1,300 for each of two semesters, and some received a similar-sized grant for a third (summer) semester. In each term, a student received $200 for registering for six or more credits, another $450 if still enrolled by the middle of the term, and $650 for achieving a grade of C or better (or the equivalent in developmental courses) in at least six credits.
Students who received the performance-based grants were likelier to enroll for that term, compared to the control group. But a year after students received grants, the average recipient hadn’t earned more credits or registered for more semesters.
“This suggests that while the program was effective when students were eligible for scholarships, the effects on enrollment and credits earned dissipated after the program ended,” the authors write. (The relatively small number of grant recipients at Hostos, a much smaller institution where the students are older and the program was housed in a student services division of the college, did accumulate more credits than their peers did, the authors note.)
While “bare bones” grants may not work, other forms of aid show promise at other colleges, said Reshma Patel, project and data manager for the Performance-Based Scholarship Demonstration Project. Studies are testing the effect of offering advising and tutoring services and larger scholarships. “We have had consistent findings across the sites, in terms of improvements in credit accumulation,” she said.