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Autor/inn/en | Harrington, James R.; Muñoz, José; Curs, Bradley R.; Ehlert, Mark |
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Titel | Examining the Impact of a Highly Targeted State Administered Merit Aid Program on Brain Drain: Evidence from a Regression Discontinuity Analysis of Missouri's Bright Flight Program |
Quelle | In: Research in Higher Education, 57 (2016) 4, S.423-447 (25 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0361-0365 |
DOI | 10.1007/s11162-015-9392-9 |
Schlagwörter | Brain Drain; State Aid; Merit Scholarships; Regression (Statistics); Statewide Planning; Employment Patterns; Maximum Likelihood Statistics; Student Financial Aid; State Policy; Policy Analysis; College Graduates; Labor Turnover; Missouri |
Abstract | The adoption of state-funded merit-based aid programs has become increasingly popular among policy-makers, particularly in the southeastern part of the United States. One of the primary rationales of state-funded merit-based aid is to provide scholarships to the best and brightest students as a means to retain high quality human capital in the state's labor market. Previous literature largely examines the link between state-funded merit-based aid and instate college enrollment, but it has not extensively examined the link between state-administered merit aid and subsequent instate labor market participation. In this study, we use statewide administrative datasets to estimate the effects of Missouri's Bright Flight Scholarship program, a highly targeted state administered merit aid program, on future instate employment. Using a regression discontinuity approach on the intent to treat, we find that having the opportunity to participate in the Bright Flight Scholarship program has a positive impact on the likelihood of working in the state 8 years after high school graduation. Overall, this study provides evidence that highly targeted state-funded merit-based financial aid programs may have a positive impact on reducing state brain drain. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |