Financial Aid and Student Bargaining Power

Journal of Student Financial Aid Vol 41 No 2 2011

Student Aid, Student Behavior, and Educational Attainment

Forty years ago, when the federal system of student loans and grants was born, providing the basis for today’s student financial aid system, about half of all recent high school graduates were enrolled in college. Today, more than two-thirds of those who complete high school enroll in two-year or four-year colleges within a year (NCES, 2012c, Table 234). While significant differences persist ac...

Power, Bargaining, and Collaboration

Over the past century, collaborative work has become increasingly common in academia [61]. In the sciences, it has continued to spread as a practice across disciplines and countries [50, 51]. In fact, in most scientific fields, the majority of published work is now co-authored [40]. The social sciences, likewise, have seen an increase in collaborative work, particularly in fields like economics...

Bargaining and Destructive Power

The theory of bargaining as formulated by Nash (1950, 1953) has developed along two routes. One is axiomatic (e.g., Nash 1950; Kalai and Smorodinsky 1975; Roemer 1988). Here, the negotiation process underlying the bargaining is only implicit. The idea is to try to characterize the negotiated outcome (the solution) through a set of axioms without formally modeling the process. The advantages of ...

Financial Aid and College Persistence

Using data from two freshmen cohorts at a public research university (N = 3,730), this study examines the relationship between loan aid and second-year enrollment persistence. Applying a counterfactual analytical framework that relies on propensity score (PS) weighing and matching to address selection bias associated with treatment status, the study estimates that loan aid exerts a significant ...