Get a Skill, Get a Job, Get Ahead? Evaluating the Effects of Virginia's Workforce-Targeted Free College Program. EdWorkingPaper No. 25-1167
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| Publicado en: | Annenberg Institute for School Reform at Brown University (2025) |
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Annenberg Institute for School Reform at Brown University
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| Acceso en línea: | Citation/Abstract Full text outside of ProQuest |
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| LEADER | 00000nab a2200000uu 4500 | ||
|---|---|---|---|
| 001 | 3206846682 | ||
| 003 | UK-CbPIL | ||
| 035 | |a 3206846682 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a ED672439 | ||
| 100 | 1 | |a Bonilla, Sade | |
| 245 | 1 | |a Get a Skill, Get a Job, Get Ahead? Evaluating the Effects of Virginia's Workforce-Targeted Free College Program. EdWorkingPaper No. 25-1167 | |
| 260 | |b Annenberg Institute for School Reform at Brown University |c 2025 | ||
| 513 | |a Report | ||
| 520 | 3 | |a Tuition-free college programs are gaining momentum as policymakers address rising college costs and workforce readiness. Despite their growing adoption, limited research examines how workforce-focused eligibility criteria impact student outcomes beyond enrollment. This pre-registered study employs two within-study quasi-experimental designs--regression discontinuity and difference-in-differences--to estimate the causal impact of Virginia's Get a Skill, Get a Job, Get Ahead (G3) initiative on financial aid and academic outcomes for community college students. Launched as a pandemic recovery effort, G3 aimed to reverse enrollment declines and address labor shortages by leveraging simplified 'free college' messaging and offering last-dollar scholarships and additional advising support for students in high-demand workforce programs. The initiative increased total financial aid and grant aid, with gains concentrated among middle-income students. While certificate completion rose by 2 to 6.6 percentage points, these effects were not robust across specifications. Similar to other tuition-free programs, G3 significantly increased FAFSA completion and enrollment in aid-eligible workforce programs. These findings offer valuable insights into how targeted tuition-free programs can expand financial aid access, promote educational attainment, and align higher education with workforce demands. | |
| 651 | 4 | |a Virginia | |
| 651 | 4 | |a United States--US | |
| 653 | |a College Programs | ||
| 653 | |a Tuition | ||
| 653 | |a Paying for College | ||
| 653 | |a Student Costs | ||
| 653 | |a Community College Students | ||
| 653 | |a Work Experience Programs | ||
| 653 | |a Labor Force | ||
| 653 | |a Job Skills | ||
| 653 | |a Student Financial Aid | ||
| 653 | |a Grants | ||
| 653 | |a Student Certification | ||
| 653 | |a Eligibility | ||
| 653 | |a Educational Attainment | ||
| 700 | 1 | |a Sparks, Daniel | |
| 773 | 0 | |t Annenberg Institute for School Reform at Brown University |g (2025) | |
| 786 | 0 | |d ProQuest |t ERIC | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3206846682/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full text outside of ProQuest |u http://eric.ed.gov/?id=ED672439 |