Can Universal, Place-Based Scholarships Reduce Inequality? Lessons from Kalamazoo, Michigan

Autor/in	Miller-Adams, Michelle
Institution	W.E. Upjohn Institute for Employment Research
Titel	Can Universal, Place-Based Scholarships Reduce Inequality? Lessons from Kalamazoo, Michigan
Quelle	(2010), (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Human Capital; Economically Disadvantaged; Educational Finance; Academic Achievement; Scholarships; Public Schools; Low Income Groups; Disadvantaged Youth; Higher Education; Barriers; Low Achievement; Elementary Secondary Education; School Districts; Alignment (Education); Equal Education; Access to Education; Enrollment; Enrollment Trends; Community Resources; Michigan; United States + Suchen Sie Ihr Suchwort? Humankapital; Bildungsfonds; Schulleistung; Scholarship; Stipendium; Public school; Öffentliche Schule; Benachteiligter Jugendlicher; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterdurchschnittliche Leistung; School district; Schulbezirk; Education; Access; Bildung; Zugang; Bildungszugang; Einschulung; USA
Abstract	The Kalamazoo Promise, announced in 2005, is an innovative college-scholarship program available to every graduate of the Kalamazoo (Michigan) Public Schools. Programs such as the Kalamazoo Promise, which is being emulated in cities across the United States, open new avenues for the acquisition of human capital regardless of income level or academic achievement, while facilitating the creation of new economic and social assets for the community. Following a brief explanation of the program itself, this paper examines the Kalamazoo Promise as a human capital-investment strategy and its potential as a mechanism for reducing inequality. I find that the Kalamazoo Promise and programs modeled on it can reduce inequality, although not necessarily in expected ways. While full college scholarships in and of themselves open the path to free higher education for all youth in a community, the barriers to success remain high for economically disadvantaged and lower-achieving students. The more powerful influence of such programs on inequality comes from their role as a catalyst for change in the culture of the school district and for the alignment of a community's resources around the broader goals of the program. (Contains 5 tables, 1 figure and 9 footnotes.) (As Provided).
Anmerkungen	W. E. Upjohn Institute for Employment Research. 300 South Westnedge Avenue, Kalamazoo, MI 49007-4686. Tel: 888-227-8569; Tel: 269-343-4330; Fax: 269-343-7310; Web site: http://www.upjohninstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10