| Working Paper |
File Downloads |
Abstract Views |
| Last month |
3 months |
12 months |
Total |
Last month |
3 months |
12 months |
Total |
| Accountability and Flexibility in Public Schools: Evidence from Boston's Charters and Pilots |
0 |
0 |
0 |
83 |
1 |
2 |
20 |
409 |
| Addressing Non-Financial Barriers to College Access and Success: Evidence and Policy Implications |
0 |
0 |
2 |
38 |
0 |
0 |
26 |
99 |
| An Economist's Perspective on Student Loans in the United States |
0 |
1 |
3 |
156 |
1 |
2 |
28 |
496 |
| Are Expectations Alone Enough? Estimating the Effect of a Mandatory College-Prep Curriculum in Michigan |
0 |
0 |
0 |
17 |
0 |
1 |
7 |
34 |
| Are Expectations Alone Enough? Estimating the Effect of a Mandatory College-Prep Curriculum in Michigan |
0 |
0 |
0 |
8 |
0 |
0 |
5 |
25 |
| Building the Stock of College-Educated Labor |
0 |
0 |
0 |
93 |
0 |
1 |
21 |
430 |
| Building the Stock of College-Educated Labor |
0 |
0 |
1 |
23 |
2 |
2 |
13 |
156 |
| Building the Stock of College-Educated Labor |
0 |
0 |
0 |
3 |
0 |
0 |
14 |
46 |
| Cheaper By the Dozen: Using Sibling Discounts at Catholic Schools to Estimate the Price Elasticity of Private School Attendance |
0 |
0 |
0 |
36 |
3 |
3 |
12 |
269 |
| Cheaper by the Dozen: Using Sibling Discounts at Catholic Schools to Estimate the Price Elasticity of Private School Attendance |
0 |
0 |
0 |
42 |
0 |
0 |
12 |
245 |
| Closing the Gap: The Effect of a Targeted, Tuition-Free Promise on College Choices of High-Achieving, Low-Income Students |
0 |
1 |
7 |
164 |
1 |
5 |
40 |
514 |
| College Costs, Financial Aid, and Student Decisions |
0 |
1 |
1 |
18 |
2 |
4 |
23 |
78 |
| College Grants on a Postcard: A Proposal for Simple and Predictable Federal Student Aid |
0 |
0 |
0 |
40 |
0 |
0 |
5 |
217 |
| Complexity and Targeting in Federal Student Aid: A Quantitative Analysis |
0 |
0 |
0 |
81 |
0 |
0 |
7 |
306 |
| Complexity and Targeting in Federal Student Aid: A Quantitative Analysis |
0 |
0 |
0 |
50 |
0 |
0 |
11 |
188 |
| Degrees of Mobility: Shifting Low-Income Students to Higher Quality Colleges |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
| Degrees of Mobility: Shifting Low-Income Students to Higher Quality Colleges |
0 |
1 |
1 |
1 |
61 |
64 |
64 |
64 |
| Designed to Fail: Effects of the Default Option and Information Complexity on Student Loan Repayment |
0 |
0 |
0 |
41 |
0 |
1 |
24 |
151 |
| Designed to Fail: Effects of the Default Option and Information Complexity on Student Loan Repayment |
0 |
0 |
0 |
115 |
3 |
4 |
16 |
64 |
| Does Aid Matter? Measuring the Effect of Student Aid on College Attendance and Completion |
0 |
0 |
1 |
704 |
2 |
3 |
42 |
2,816 |
| Does Aid Matter? Measuring the Effect of Student Aid on College Attendance and Completion |
0 |
0 |
0 |
143 |
3 |
5 |
25 |
496 |
| Dual-Credit Courses and the Road to College: Experimental Evidence from Tennessee |
0 |
0 |
2 |
49 |
0 |
0 |
14 |
114 |
| Estimating the Effects of a Large For-Profit Charter School Operator |
0 |
1 |
1 |
67 |
1 |
5 |
14 |
67 |
| Experimental Evidence on the Effect of Childhood Investments on Postsecondary Attainment and Degree Completion |
0 |
0 |
0 |
40 |
0 |
3 |
17 |
195 |
| Financial Aid Policy: Lessons from Research |
0 |
0 |
0 |
85 |
0 |
0 |
11 |
311 |
| Gains and Gaps: Changing Inequality in U.S. College Entry and Completion |
0 |
1 |
3 |
161 |
1 |
3 |
42 |
825 |
| Hope for Whom? Financial Aid for the Middle Class and Its Impact on College Attendance |
0 |
0 |
1 |
589 |
1 |
2 |
27 |
3,715 |
| How Important Are Fixed Effects and Time Trends in Estimating Returns to Schooling? Evidence from a Replication of Jacobson, Lalonde and Sullivan, 2005 |
0 |
0 |
0 |
17 |
0 |
0 |
8 |
45 |
| Into College, Out of Poverty? Policies to Increase the Postsecondary Attainment of the Poor |
0 |
0 |
4 |
152 |
1 |
4 |
63 |
607 |
| Lottery-Based Evaluations of Early Education Programs: Opportunities and Challenges for Building the Next Generation of Evidence |
0 |
0 |
1 |
2 |
1 |
2 |
9 |
20 |
| Reflections on the US College Loans System: Lessons from Australia and England |
0 |
0 |
0 |
16 |
0 |
0 |
6 |
69 |
| Reflections on the US College Loans System: Lessons from Australia and England |
0 |
0 |
0 |
9 |
1 |
1 |
5 |
71 |
| Reflections on the US College Loans System: Lessons from Australia and EnglandAbstract: There is wide agreement the US student loan system faces significant problems. Seven million borrowers are in default and many more experience non-repayment. The stress of repayments faced by many students results at least in part from the design of US student loans. Specifically, loans are organised like a mortgage, with fixed monthly repayments over a fixed period of time, creating a high repayment burden on borrowers with low income. This paper draws on the experience of the income-contingent loan (ICL) systems operating in England and Australia, in which monthly repayments are related to the borrower's monthly income. By design, those systems explicitly include insurance against problems of repayment during periods of low income. We discuss the design of this type of loan in detail since such an exercise seems to be largely absent in the US literature. Drawing on data from the US Current Population Survey (CPS) we provide two main empirical contributions. - A stylised illustration of the revenue and distributional implications of different hypothetical ICL arrangements for the USA; and - An illustration of repayment problems faced by low-earning borrowers in the US loan system, including a plausible example of adverse outcomes in the Stafford loan. Importantly, we compare repayment burdens under the existing and alternative systems. Our illustrations show how US mortgage-style loans can create financial difficulties for a significant minority of US borrowers, difficulties which a well-designed ICL has significant potential to address |
0 |
0 |
4 |
67 |
1 |
1 |
16 |
514 |
| Simplifying Tax Incentives and Aid for College: Progress and Prospects |
0 |
0 |
0 |
19 |
1 |
2 |
9 |
70 |
| Stand and Deliver: Effects of Boston's Charter High School on College Preparation, Entry, and Choice |
0 |
0 |
0 |
22 |
4 |
4 |
14 |
170 |
| Stand and Deliver: Effects of Boston's Charter High Schools on College Preparation, Entry, and Choice |
0 |
0 |
0 |
76 |
0 |
1 |
13 |
312 |
| Student Aid Simplification: Looking Back and Looking Ahead |
0 |
0 |
0 |
14 |
0 |
0 |
13 |
109 |
| Tax Benefits for College Attendance |
0 |
0 |
0 |
22 |
0 |
0 |
12 |
96 |
| Tax Policy and Education Policy: Collision or Coordination? A Case Study of 529 and Coverdell Savings Vehicles |
0 |
0 |
0 |
9 |
1 |
1 |
7 |
54 |
| Tax Policy and Education Policy: Collision or Coordination? A Case Study of the 529 and Coverdell Saving Incentives |
0 |
0 |
0 |
72 |
0 |
0 |
7 |
269 |
| The Consequences of Merit Aid |
0 |
0 |
0 |
195 |
0 |
1 |
18 |
752 |
| The Consequences of Merit Aid |
0 |
0 |
0 |
16 |
0 |
0 |
6 |
117 |
| The Cost of Complexity in Federal Student Aid: Lessons from Optimal Tax Theory and Behavioral Economics |
0 |
0 |
3 |
42 |
1 |
1 |
13 |
176 |
| The Cost of Complexity in Federal Student Aid: Lessons from Optimal Tax Theory and Behavioral Economics |
0 |
0 |
1 |
197 |
2 |
2 |
25 |
727 |
| The Gap within the Gap: Using Longitudinal Data to Understand Income Differences in Student Achievement |
0 |
0 |
0 |
29 |
0 |
0 |
10 |
96 |
| The Gap within the Gap: Using Longitudinal Data to Understand Income Differences in Student Achievement |
0 |
0 |
0 |
4 |
0 |
0 |
4 |
24 |
| The Lengthening of Childhood |
0 |
0 |
0 |
75 |
4 |
5 |
24 |
390 |
| The Missing Manual: Using National Student Clearinghouse Data to Track Postsecondary Outcomes |
0 |
0 |
0 |
25 |
2 |
2 |
13 |
104 |
| The New Merit Aid |
0 |
1 |
1 |
274 |
1 |
3 |
16 |
699 |
| The Power of Certainty: Experimental Evidence on the Effective Design of Free Tuition Programs |
0 |
1 |
3 |
34 |
3 |
5 |
19 |
71 |
| The US college loans system: lessons from Australia and England |
0 |
0 |
0 |
4 |
0 |
1 |
12 |
42 |
| The lengthening of childhood |
0 |
0 |
0 |
69 |
1 |
1 |
13 |
276 |
| Who Benefits from KIPP? |
0 |
0 |
0 |
71 |
4 |
4 |
20 |
286 |
| Who Benefits from KIPP? |
0 |
0 |
0 |
162 |
0 |
1 |
23 |
680 |
| Who Benefits from the Education Saving Incentive? Income, Educational Expectations and the Value of the 529 and Coverdell |
0 |
0 |
1 |
18 |
0 |
0 |
6 |
91 |
| Who Benefits from the Education Saving Incentives? Income, Educational Expectations, and the Value of the 529 and Coverdell |
0 |
0 |
0 |
71 |
0 |
2 |
14 |
327 |
| Total Working Papers |
0 |
8 |
41 |
4,630 |
110 |
154 |
958 |
19,594 |
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