Should Student Employment Be Subsidized? Conditional Counterfactuals and the Outcomes of Work-Study Participation: Appendices A and B. A CAPSEE Working Paper

Center for Analysis of Postsecondary Education and Employment. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212.678.3091; e-mail: [email protected]; Web site: http://capseecenter.org

N

48

Institute of Education Sciences (ED)

R305C110011

Student Employment; Financial Support; Student Financial Aid; Program Effectiveness; Work Study Programs; Scores; Probability; Statistical Analysis; Full Time Students; College Students; Federal Programs; Models; Part Time Students; High Achievement; Low Achievement; Unemployment; Outcomes of Education; Urban Areas; Rural Areas; Gender Differences; Males; Females; Racial Differences; Parent Background; Educational Attainment; High School Students; Grade Point Average; College Entrance Examinations; Institutional Characteristics; Grants; Student Loan Programs

Student employment subsidies are one of the largest types of federal employment subsidies, and one of the oldest forms of student aid. Yet it is unclear whether they help or harm students' long term outcomes. This document contains the appendices to the report "Should Student Employment Be Subsidized? Conditional Counterfactuals and the Outcomes of Work-Study Participation. A CAPSEE Working Paper". Appendix A provides additional full sample results in table form: (1) Table A1.1: Summary Statistics by FWS Status Before and After Propensity Score Matching--Model 1; (2) Table A1.2: Summary Statistics by FWS Status Before and After Propensity Score Matching--Model 2; (3) Table A1.3: Summary Statistics by FWS Status Before and After Propensity Score --Model 3; (4) Table A2.1: Federal Work Study (FWS) Impact on Student Outcomes for Model 1, Model 2, and Model 3 for Full-Time Dependent Students Entering Four-Year Institutions Using Caliper 0.2; (5) Table A2.2: Federal Work Study (FWS) Impact on Student Outcomes for Model 1, Model 2, and Model 3 for Full-Time Dependent Students Entering Four-Year Institutions Using Nearest Neighbor with Replacement; (6) Table A2.3: Federal Work Study (FWS) Impact on Student Outcomes for Model 1, Model 2, and Model 3 for Full-Time Dependent Students Entering Four-Year Institutions Using Five-Nearest-Neighbors With Replacement; (7) Table A3: Federal Work Study (FWS) Impact on Student Outcomes for the Overall Sample, Including Independent, Part-Time Students, and Two-Year Enrollees; (8) Table A4: Federal Work Study (FWS) Impact on Student Outcomes for Model 1, Model 2, and Model 3 for Full-Time Dependent Students Entering Four-Year Institutions and Discarding Observations With Missing Data; (9) Table A5: Federal Work Study (FWS) Impact on Student Outcomes for Model 1, Model 2, and Model 3, Clustering Standard Errors by Institution After Matching; (10) Table A6.1: Federal Work Study (FWS) Impact on Student Outcomes Using Nearest Neighbor Matching and Adjusting S.E. for Model 1, Model 2, and Model 3 for Full-Time Dependent Students Entering Four-Year Institutions; (11) Table A6.2: Federal Work Study (FWS) Impact on Student Outcomes Using teffects nnmatch Five-Nearest-Neighbors for Model 1, Model 2, and Model 3 for Full-Time Dependent Students Entering Four-Year Institutions; (12) Table A7: OLS Impact Estimates of Federal Work Study (FWS) on Student Outcomes for Model 1, Model 2, and Model 3 for Full-Time Dependent Students Entering Four-Year Institutions; and (13) Table A8. Federal Work Study (FWS) Impact on Student Outcomes for Model 1, Model 2, and Model 3 for Full-Time Dependent Students Entering Four-Year Institutions who Filed FAFSA. Appendix B provides subgroup analyses in table form: (1) Table B1.1: Federal Work Study (FWS) Impact on Student Outcomes for Full-Time Dependent and High Ability Students Entering Four-Year Institutions; (2) Table B1.2: Federal Work Study (FWS) Impact on Student Outcomes for Full-Time Dependent and Low Ability Students Entering Four-Year Institutions; (3) Table B2.1: Federal Work Study (FWS) Impact on Student Outcomes for Full-Time Dependent and High-Income Students Entering Four-Year Institutions; (4) Table B2.2: Federal Work Study (FWS) Impact on Student Outcomes for Full-Time Dependent and Low-Income Students Entering Four-Year Institutions; (5) Table B3.1: Federal Work Study (FWS) Impact on Student Outcomes for Full-Time Dependent Students Entering Four-Year Institutions Located in High Unemployment Areas; (6) Table B3.2: Federal Work Study (FWS) Impact on Student Outcomes for Full-Time Dependent Students Entering Four-Year Institutions Located in Low Unemployment Areas; (7) Table B4.1: Federal Work Study (FWS) Impact on Student Outcomes for Full-Time Dependent Students Entering Four-Year Institutions Located in Urban Areas; (8) Table B4.2: Federal Work Study (FWS) Impact on Student Outcomes for Full-Time Dependent Students Entering Four-Year Institutions Located in Rural Areas; (9) Table B5.1: Federal Work Study (FWS) Impact on Student Outcomes for Full-Time Dependent Female Students Entering Four-Year Institutions; and (10) Table B5.2: Federal Work Study (FWS) Impact on Student Outcomes for Full-Time Dependent Male Students Entering Four-Year Institutions. [For the full report, "Should Student Employment Be Subsidized? Conditional Counterfactuals and the Outcomes of Work-Study Participation. A CAPSEE Working Paper," see ED555373.]

ERIC

Yes

2015

ED555376