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Washington's College Bound Scholarship Program and its Effect on College Entry, Persistence, and Completion

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  • Mark C. Long

    (Evans School of Public Policy and Governance University of Washington Seattle, WA 98195)

  • Dan Goldhaber

    (American Institutes for Research and University of Washington Center for Education Data & Research Seattle, WA 98103)

  • Trevor Gratz

    (Center for Education Data & Research University of Washington Seattle, WA 98103)

Abstract

Indiana, Oklahoma, and Washington have programs designed to address college enrollment and completion gaps by offering a promise of state-based college financial aid to low-income middle school students in exchange for making a pledge to do well in high school, be a good citizen, not be convicted of a felony, and apply for financial aid to college. Using a triple-difference specification, we find that Washington's College Bound Scholarship shifted enrollment from out-of-state to in-state colleges at which the scholarship could be used. While we find suggestive evidence that the program increased the likelihood of attending a postsecondary institution and attaining a bachelor's degree within five years of high school, we discuss why the program might be more successful if it did not require students to sign a pledge.

Suggested Citation

  • Mark C. Long & Dan Goldhaber & Trevor Gratz, 2021. "Washington's College Bound Scholarship Program and its Effect on College Entry, Persistence, and Completion," Education Finance and Policy, MIT Press, vol. 16(4), pages 690-715, Fall.
    • Handle: RePEc:tpr:edfpol:v:16:y:2021:i:4:p:690-715
    DOI: 10.1162/edfp_a_00315
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    Cited by:

    1. Roy Y. Chan, 2022. "Do Credit Momentum Policies Through the 15 to Finish Improve Academic Progression and Completion of Low-Income, First-Generation Students? Evidence from a College Promise Program," Research in Higher Education, Springer;Association for Institutional Research, vol. 63(8), pages 1394-1426, December.

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