1. Allison Ambrose, PhD Illinois State University
Student Characteristics of Merit Aid Recipients: Structural and Human Agency Determinants
Allison Ambrose, PhD
Illinois State University

2. Problem
Current Practice: The increasing use of merit aid (both institutional and public funds)
Potential Cost: Decreased opportunities for access to higher education, especially for underrepresented groups (Orfield, 2002; Heller, 2002)

3. AID MATTERS: AID MATTERS:
In encouraging a student go attend college (St. John, 1990; St. John & Noell, 1989; Heller, 1997)
AID MATTERS:
Differently for different types of students
(Schwartz, 1986; St. John, 1990; Jackson, 1989)

4. THUS:
It is important to understand the many complexities surrounding the use of merit aid
THIS STUDY:
Examines the types of students, to which institutional and state sponsored merit aid is going as well as the student characteristics that determine the receipt of various amounts of these types of aid.
ADDRESSES the GAP: Lack of up-to-date research that reveals, nationally, the students who receive merit aid.

5. A Unique Perspective
Sociological Lens in terms of 2 categories of variables:
Human Agency Variables (related to a student’s academic background)
Structural Variables (related to a student’s family social background)

6. Human Agency – The Efficacy of Human Action (Sewell, 1992):
A student has the power to control attributes associated with academics in order to increase amounts of merit aid.
GPA
Standardized Test Scores
Student Academic Expectations
Student Attendance in State of Residence

7. Research Questions
1a)  Do human agency variables related to a student's academic background predict the amount of institutional merit aid received?
1b)  Do human agency variables related to a student's academic background predict the amount of state sponsored merit aid received?

8. Structure– Reproduces regardless of individual differences
A student has very little power to change their social existence due to the status into whey they are born, which could affect the amount of merit aid a student receives
Race
Family Income
Parental Education Level
Gender

9. Research Questions
2a)  Do human agency variables predict the amount of institutional merit aid received after controlling for structural variables related to a student's family social background? 2b)  Do human agency variables predict the amount of state sponsored merit aid received after controlling for structural variables related to a student's family social background?

10. METHODOLOGY
Secondary Data Analysis -- National Postsecondary Student Aid Study of
Descriptive Statistics on the variables of interest -- provides evidence about the distribution of merit aid by student type.
Regression Analysis – 2 steps
Human agency variables as independent variables regressed on a) amounts of institutional merit aid received and b) amounts of state sponsored merit aid received
Structural variables as independent variables regressed on a) and b) above will be added in step 2

11. Research Questions 1a and 1b Regression Results
Independent Variables
Institutional Merit Aid
State Sponsored Merit Aid B se β t
GPA
4.52***
1.06
.067
4.257
3.03***
.63
.138
4.783
Standardized Test Score
965.2***
71.55
.215
13.490
156.44***
46.01
.099
3.40
Educational Expectations
192.35***
52.24
.055
3.682
62.08
34.53
.050
1.798
In-State Residence
***
148.27
-.128
-8.636
N/A
Notes: (1) For institutional merit aid, R = 0.291, R² = 0.085, F = (2) For state sponsored merit aid, R = 0.217, R² = 0.047, F = , ***p<.001

12. Research Questions 2a and 2b Regression Results
Independent Variables
Institutional Merit Aid
State Sponsored Merit Aid B se β t
GPA
3.95***
1.07
.059
3.691
2.93***
.64
.135
4.605
Standardized Test Score
996.78***
74.58
.222
13.365
25.39**
48.25
.079
2.599
Educational Expectations
167.93***
52.41
.048
3.204
41.92
34.98
.034
In-State Residence
***
148.90
-.127
-8.549
N/A
Gender (male = 1)
***
123.97
-.058
3.860
10.45
81.12
.004
.129
Race (white = 1) **
165.05
-.040
-2.638
104.81
-.029
-1.064
Parents’ education
9.56
26.37
.006
.362
48.38**
16.61
.085
2.913
Parents’ Income
.003*
.001
.036
2.316
.046
1.618
Notes: (1) For institutional merit aid, R = 0.300, R² = 0.090, F = (2) For state sponsored merit aid, R = 0.241, R² = 0.058, F = 9.852, *p<.05, **p<.01, ***p<.001

13. Results:
After controlling for structural variables, human agency variables still predict a fair amount of both types of merit aid received.
Institutions are more merit sensitive in awarding aid than states.
Institutions appear to be using merit aid for enrollment management purposes.
Intent of rewarding students for academic achievement is being met by state programs
Meritocratic intent of merit aid is further validated (high association between GPA , test scores and merit aid)
Merit aid is not just rewarding the privileged classes of male and white (further validates meritocratic intent)
Structural variables had little influence on agency variables in predicting amounts of merit aid received
Descriptive analyses indicate potential inequities may still exist

14. Institutional Merit Aid State Sponsored Merit Aid
Descriptive Statistics: Recipients of Merit Aid (dependent undergraduates at 4-year institutions) STRUCTURAL VARIABLES
Institutional Merit Aid
State Sponsored Merit Aid
NPSAS
All
Gender: Female
58.2 %
55.7%
53.7%
Race: White
78.3%
75.8%
71.2%
Parents with BA +
61.7%
59.8%
58.1%
Parents’ Income level > $90,000
30.8%
($75,250 mean)
29.6%
($75,190 mean)
30.1%
($73,508 mean)

15. Institutional Merit Aid State Sponsored Merit Aid
Descriptive Statistics: Recipients of Merit Aid (dependent undergraduates at 4-year institutions) AGENCY VARIABLES
Institutional Merit Aid
State Sponsored Merit Aid
NPSAS
All
In-State
69.7%
99.0%
77.0%
Expected Education BA+
81.8%
82.4%
78.1%
GPA above 3.0
72.8%
(3.23 mean)
67.4%
(3.15 mean)
51.7%
(2.92 mean)
Standardized Test Score in top quartile
27.4%
(mean ACT = 24.7)
23.4%
(mean ACT = 24.3)
25.6%
(mean ACT =
22.8)

16. Amounts of Merit Aid Average Amount Institutional Merit Aid
State Sponsored Merit Aid
Male
$4269*
$2418
Female
$4675*
White
$4534
$2410
Other Races
$4363
$2454
In State
$4041*
N/A
Out of State
$5301*
* Mean Difference Significant at .001

17. Amounts of Merit Aid Average Amount Institutional Merit Aid
State Sponsored Merit Aid
Parents with HS Diploma
$3749**
$2080**
Parents with Post BA
$4951**
$2682**
Parents make less than $29,000
$4072**
$2385
Parents make $90,000 +
$5001**
$2693
Expect less than BA
$2029**
$995
Expect above a MA
$5018**
$2568
* Mean Difference Significant at .001
** Mean Difference Significant at .05 level

18. Policy Implications: Merit aid is clearly meritorious in intent
Rewards merit vs. reinforces privilege in society
State programs meet goals of rewarding achievement
Need to also consider other determinants of receipt of merit aid
Study knowledge helps in crafting and evaluating new policy
Importance of encouraging academic achievement

19. Policy Implications Evidence of enrollment management
Evaluate institutional aid policy
Aid balances commitment to access and meritocratic ideals
Interesting possibilities when considering new aid policy
Must always consider how best to spend limited funds

20. References
Heller, D.E. (2002a). State merit aid scholarship programs: An introduction. In D.E. Heller & P. Marin (Eds.), Who should we help? The negative social consequences of merit scholarships (pp ). Cambridge, MA: The Civil Rights Project at Harvard University.
Heller, D.E. (1997). Student price response in higher education: An update to Leslie and Brinkman. Journal of Higher Education, 68 (6),
Jackson, G.A. (1989). Responses of Black, Hispanic, and White Students to Financial Aid: College Entry Among Recent High School Graduates. College Park, MD: National Center for Postsecondary Governance & Finance, U. of Maryland.

21. References (Cont.)
Orfield, G. (2002). Foreword. In D.E. Heller & P. Marin (Eds.), Who should we help? The negative social consequences of merit scholarships (pp. xi-xv). Cambridge, MA: The Civil Rights Project at Harvard University
Schwartz, J.B. (1986). Wealth neutrality in higher education: The effects of student grants. Economics of Education Review, 5(2),
Sewell, W.H, Jr. (1992). A theory of structure: Duality, agency and transformation. The American Journal of Sociology, 98(1), 1-29

22. References (Cont.)
St. John, E.P. (1990). Price response in enrollment decision: An analysis of the high school and beyond sophomore cohort. Research in Higher Education, 31(2),
St. John, E.P., & Noell, J. (1989). The effects of student financial aid on access to higher education: An analysis of progress with special consideration of minority enrollment. Research in Higher Education, 30(6),