Long, Bridget Terry, and Erin Riley. 2007. “Financial Aid: A Broken Bridge to College Access?” Harvard Educational Review 77: 39-63. Abstract
In this article, Bridget Terry Long and Erin Riley argue that in recent years, U.S. financial aid policy has shifted its emphasis from expanding college access for low-income students toward defraying the costs for middle- and upper-income families. They explain how loans, merit-based aid, and education tax breaks are increasingly replacing need-based aid and discuss how the declining role of grants may disproportionately disadvantage students already underrepresented in higher education. They document the rise in students' unmet financial needs over the past decade, showing that low-income students and students of color are especially likely to face substantial unmet need even after taking into account all available grants and loans, as well as family contributions. In response to these trends, the authors call for a greater emphasis on need-based aid, especially grants, to reduce the role of cost as a barrier to college access. (Contains 3 tables and 18 endnotes.)
Long, Bridget Terry. 2007. Financial aid and older workers: Supporting the nontraditional student. Strategies for Improving Economic Mobility of Workers Conference, Chicago, November, 15-16.
Long, Bridget Terry, and Erin K Riley. 2007. “Sending signals to students: The role of early placement testing in improving academic preparation.” Minding the gap: Why integrating high school with college makes sense and how to do it, 105-12.
Bettinger, Eric P., and Bridget Terry Long. 2005. “Do Faculty Serve as Role Models? The Impact of Instructor Gender on Female Students.” American Economic Review 95: 152-157.
Bettinger, Eric P, and Bridget Terry Long. 2005. “Remediation at the community college: Student participation and outcomes.” New Directions for Community Colleges 2005: 17-26.
Long, Bridget Terry. 2004. “Does the format of a financial aid program matter? The effect of state in-kind tuition subsidies.” Review of Economics and Statistics lxxxvi: 767-782. Abstract
This paper examines the importance of format in aid programs, focusing on state appropriations to public postsecondary institutions. These funds subsidize costs for in-state students, but they may also influence choices between institutions due to their in-kind format. Using conditional the logistic choice model and extensive match-specific information, the paper approximates the choice between nearly 2700 college options to examine the effect of several dissimilar state systems. The results suggest that the level and distribution pattern of subsidies strongly affect decisions. If the aid could instead be applied to any in-state college, up to 29% more students would prefer to attend private four-year colleges. Reprinted by permission of the MIT Press
The effects of financial aid policies on the behavior of post-secondary institutions are examined. The results suggest that four-year colleges in Georgia particularly private institutions, responded by increasing student charges and in the most extreme case, colleges recouped approximately 30 percent of the scholarship award.
Long, Bridget Terry. 2004. “How have college decisions changed over time? An application of the conditional logistic choice model.” Journal of Econometrics 121: 271-296.
Long, Bridget Terry. 2004. “The impact of federal tax credits for higher education expenses.” College choices: The economics of where to go, when to go, and how to pay for it , 101-168. University of Chicago Press.
Long, Bridget Terry. 2003. “Diversity by Any Other Name: Are There Viable Alternatives to Affirmative Action in Higher Education?” Western Journal of Black Studies 27: 30.
Long, Bridget Terry. 2000. “The Market for Higher Education: Economic Analyses of College Choice, Returns, and State Aid Policy.” Harvard University Department of Economics, vi, 204 leaves.