Rewarding Persistence: Effects of a Performance-Based Scholarship Program for Low-Income ParentsReport as inadecuate

Rewarding Persistence: Effects of a Performance-Based Scholarship Program for Low-Income Parents - Download this document for free, or read online. Document in PDF available to download.


MDRC launched the Opening Doors demonstration to test four distinct interventions that were designed to help more students persist in community college and accomplish their academic and personal goals. This report describes the impacts of a performance-based scholarship program with a counseling component on academic success and persistence among low-income parents. Students who participated in the program, which was operated at two New Orleans-area colleges as part of MDRC's multisite Opening Doors demonstration, were more likely to stay in school, get higher grades, and earn more credits. Key findings from this report include the following: (1) The Opening Doors program encouraged more students to register for college; (2) The program increased persistence; (3) The program increased the number of credits that students earned; and (4) The program had positive impacts on a range of social and psychological outcomes. (Contains 30 tables, 11 figures, and 2 boxes.) [Additional funding was provided by The MacArthur Foundation Research Network on Socioeconomic Status and Health, The MacArthur Foundation Research Network on Transitions to Adulthood, The Kresge Foundation, The Sandler Foundation, and The Starr Foundation.]

Descriptors: Low Income Groups, Academic Persistence, Credits, Program Effectiveness, Scholarships, Intervention, Community Colleges, Counseling, Academic Achievement, Grades (Scholastic), College Attendance, Program Descriptions, Program Implementation

MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications[at]; Web site:

Author: Richburg-Hayes, Lashawn; Brock, Thomas; LeBlanc, Allen; Paxson, Christina; Rouse, Cecilia Elena; Barrow, Lisa


Related documents