Tatiana Melguizo | University of Southern California (original) (raw)
Papers by Tatiana Melguizo
Journal of Research on Educational Effectiveness, Dec 9, 2016
Society for Research on Educational Effectiveness, 2011
Body Background / Context: A large proportion of the high school graduates who attend a postsecon... more Body Background / Context: A large proportion of the high school graduates who attend a postsecondary institution take at least one basic skills/developmental/remedial course in either mathematics or English (Parsad & Lewis, 2003). A report from the Academic Senate for California Community Colleges (2000), which surveyed almost half of the community colleges in the state, found that, on average, 49 percent of students are directed to these basic skills courses. There is considerable debate on the effects and benefits of remediation in community colleges. Proponents argue that it enables poorly prepared high school students to attain the necessary preparation to succeed in college (Boylan, Bliss, & Bonham, 1994; 1997; Lazarick, 1997). On the other hand critics argue that the benefits of remediation are not clear given there is no evidence that remediated students passed college-level courses or attained degrees at higher rates than non-remediated students (Calcagno, 2007; Calcagno & Long, 2008; Martorell & McFarlin, 2007). In addition, there is evidence that students who were placed in remediation but who took college credit courses passed these courses (Armstrong, 1999). Finally, a major criticism is that, relative to its potential benefits, remediation is too costly for the students and for the state (James, Morrow & Perry, 2002). Every year more than 50 percent of the students from the LACCD are placed into basic skills mathematics. This is costly for the individuals and for the state. At the individual level, students need to take these courses before they can enroll in degree or transfer level courses, and this substantially increase the time that they remain in the system. The state in turn has to pay for courses that the students were supposed to take in high school. As described below, the effects of assignment of entering students to different levels of math on the academic preparation, persistence and educational outcomes are unclear at best. This study is an ambitious attempt to enhance the available research on this critical policy issue for the State of California and the nation. This evaluation will provide insights to the district and the state about the effect of placement on successful course sequences that have the potential to promote persistence and save millions of dollars to the state.
Journal of Research on Educational Effectiveness, Jun 15, 2021
Abstract This study examines the impact of a comprehensive college transition program, the Thomps... more Abstract This study examines the impact of a comprehensive college transition program, the Thompson Scholars Learning Communities (TSLC), on psychosocial outcomes using an experimental design. We estimate overall and heterogenous effects of program participation on students’ sense of belonging to campus, feelings of mattering to campus, sense of academic self-efficacy, and sense of social self-efficacy. Participation in TSLC, as compared to receiving a substantial college scholarship without comprehensive support, leads to large increases in both mattering and sense of belonging to campus during students’ two years in the program. We find no impact of TSLC participation on students’ academic or social self-efficacy. We demonstrate the program effects on students’ feelings of mattering to campus were largest for traditionally underrepresented student groups; however, we find no evidence of heterogeneous effects on students’ sense of belonging to campus, academic self-efficacy, or social self-efficacy. Our findings suggest that comprehensive college transition programs can promote students’ psychosocial outcomes.
The Review of Higher Education, 2012
Despite substantial increases in the enrollment and college completion rates among African Americ... more Despite substantial increases in the enrollment and college completion rates among African American and Hispanic students in the last three decades (Snyder, Dillow, & Hoffman, 2007, Table 267), a college completion gap persists between minority students and White and Asian/Pacific Islander students (ACE, 2008; Carey, 2004). A number of factors help determine college persistence and attainment (Tinto, 1993) but two factors strongly associated with baccalaureate attainment are (a) access to financial aid (Dynarski, 2002; Heller & Nelson Laird, 2000; Turner, 2004), and (b) access to elite education, which we define as access to prestigious and highly ranked private institutions as well as public flagships (
The Review of Higher Education, 2008
Concerns surrounding the rising cost of college and increased student debt have contributed to a ... more Concerns surrounding the rising cost of college and increased student debt have contributed to a sense of crisis in college access for the middle class. In proposing cuts in interest rates on student loans that were later adopted as part of the College Cost Reduction Act of 2007, Representative George Miller, chairman of the House Committee on Education and the Workforce, argued: "Middle-class Americans are increasingly squeezed between the declining paychecks and the rising bills for basic items such as housing, health care, college tuition and energy" (quoted in Burd, 2007, p. 23). This view is shared by the general public.
American Behavioral Scientist, Jan 14, 2011
There is considerable debate about the effects and benefits of developmental/basic skills/remedia... more There is considerable debate about the effects and benefits of developmental/basic skills/remediation education in college. Proponents argue that it enables poorly prepared high school students to attain the necessary preparation to succeed in college while critics contend that the benefits of remediation are not clear. The main objective of the article is to provide a critical review of the literature on the impact of developmental math on the educational outcomes and persistence of community college students. The authors first describe three types of summative quantitative evaluations. The authors then review a number of studies that have used these techniques to evaluate the impact of developmental math on a number of educational outcomes of community college students nationwide. In the last section, the authors propose the use of regression discontinuity (RD) design as a feasible evaluation tool that institutional researchers at community colleges can use to identify the level (i.e., number of levels below college level courses), subpopulations (i.e., gender, race/ ethnicity, and age), and institutions (i.e., multicampus district) that are doing a better job in teaching the developmental courses needed to persist in college.
Teachers College Record, 2009
to compare the progress of two samples of "traditional" Hispanic transfer and Hispanic "rising ju... more to compare the progress of two samples of "traditional" Hispanic transfer and Hispanic "rising junior" students. The final sample is composed of 220 students from the high school senior class of 1982 and 140 students from the high school senior class of 1992. Research Design: Regression analysis is used to identify the effect of being a transfer student on B.A. attainment, after controlling for individual characteristics and institutional characteristics of the community college. Simulation analysis is used to identify the factors that affected B.A. attainment in the 1980s, which are used to predict B.A. rates a decade later. Findings/Results: The results show that the negative impact of being a transfer student in the 1980s had disappeared within a decade. The results suggest that the relatively lower attainment rate of Hispanic transfer students is the result of individual characteristics and lack of academic preparation rather than institutional characteristics. Conclusions/Recommendations: Although community colleges have the potential to be an alternative path toward a B.A., until transfer rates increase, Hispanics may be better off beginning their college education at a 4-year institution.
The Journal of Higher Education, Jul 1, 2008
for helpful research assistance. In addition, we are grateful to three anonymous reviewers and Gu... more for helpful research assistance. In addition, we are grateful to three anonymous reviewers and Guilbert Hentschke who provided helpful recommendations for revisions.
Computers & education, 2015
Research in Higher Education, Mar 21, 2007
This study analyzes the influence of local labor market conditions on the year-toyear persistence... more This study analyzes the influence of local labor market conditions on the year-toyear persistence and attainment decisions of a sample of traditional-aged students who attended community colleges during the 1990s. The findings suggest that the enrollment and attainment decisions of these first-time community college students were not made purely as a response to changes in tuition costs, but rather the result of a more interconnected process whereby changes in tuition, local labor market conditions, and the relative change in both are considered. For those who are sensitive to these relative costs, the likelihood of dropping out is increased. Of those who remained enrolled, the evidence suggests that an increase in tuition appears to provide an incentive or extra motivation to finish a degree, especially an associate's degree. This finding does not support the raising of in-state tuition to improve student outcomes; rather it draws attention to the complexity involved in student persistence and attainment decision-making.
is an Associate Professor in the USC Rossier School of Education. She works in the field of econo... more is an Associate Professor in the USC Rossier School of Education. She works in the field of economics of higher education. She uses quantitative methods of analysis and large-scale longitudinal survey data to study the association of different factors such as student trajectories and specific institutional characteristics on the persistence and educational outcomes of minority (African American and Hispanic) and low-income students.
World Bank, Washington, DC eBooks, Oct 1, 2020
The Policy Research Working Paper Series disseminates the findings of work in progress to encoura... more The Policy Research Working Paper Series disseminates the findings of work in progress to encourage the exchange of ideas about development issues. An objective of the series is to get the findings out quickly, even if the presentations are less than fully polished. The papers carry the names of the authors and should be cited accordingly. The findings, interpretations, and conclusions expressed in this paper are entirely those of the authors. They do not necessarily represent the views of the International Bank for Reconstruction and Development/World Bank and its affiliated organizations, or those of the Executive Directors of the World Bank or the governments they represent.
Community College Journal of Research and Practice, Jun 16, 2016
ABSTRACT This study describes student behavior through the actual assessment and placement (A&... more ABSTRACT This study describes student behavior through the actual assessment and placement (A&P) process. It then uses an alternative A&P policy that utilizes an additional measure that assesses prior math preparedness alongside subtest choice. Utilizing data from a community college that allows its' students to choose the assessment subtest used to place them, we find a misalignment between students’ subtest choice and the highest math course they passed. After correcting for this misalignment through our alternative A&P criteria, we found that students experience increased access to higher levels of math while exhibiting similar success rates in their placed courses.
Educação e Pesquisa, Jan 12, 2017
This paper compares the grades on the Enade exams from 2012 to 2014 of students who were accepted... more This paper compares the grades on the Enade exams from 2012 to 2014 of students who were accepted into higher education through affirmative action, who received the ProUni scholarship, or who received the government sponsored student loans (FIES) with the grades of students in the same class who did not receive the corresponding benefit. The mean of the standardized exam grades (both general and specific exams) are used for the comparison. The paper defines a limit of equivalence between grades as the difference of the mean grade of the 5% students with grades just above the mean and of the 5% students with grades just below the mean of all students. Differences below this limit of equivalence are considered of no practical relevance. Under this definition, the performance of students who were accepted through affirmative action is equivalent to that of their classmates who did not receive such benefit, as is the performance of students who received the FIES student loan. Students who received the ProUni scholarship performed better than their classmates.
Higher Education, Nov 1, 2010
The main objective of this study is to estimate the association between financial aid and college... more The main objective of this study is to estimate the association between financial aid and college dropout rates of postsecondary students in Colombia. We use a unique dataset from the Colombian Ministry of Education that includes all enrolled college students in the country between 1998 and 2008. Logistic regression is used to identify the correlation between receiving different forms of financial aid on the dropout rates of the students. The main results of the study suggest that the probability of dropping out decrease between 25 and 29% according to the type of financial aid received. There is also evidence that the financial aid is more effective in reducing dropout rates at the beginning of the student's college careers. This result holds after controlling by type of postsecondary institution attended. These findings suggest that financial aid is an effective tool to reduce dropout rates, and therefore increase persistence and expand access in Colombia.
Educational Evaluation and Policy Analysis, Jun 1, 2010
The study takes advantage of the nontraditional selection process of the Gates Millennium Scholar... more The study takes advantage of the nontraditional selection process of the Gates Millennium Scholars (GMS) program to test the association between selectivity of 4-year institution attended as well as other noncognitive variables on the college completion rates of a sample of students of color. The results of logistic regression and propensity score matching suggest these students are slightly more likely to graduate from college if they attend a highly selective institution. There is also evidence that other noncognitive variables such as leadership are good predictors of college completion. This suggests that admission offices interested in attracting a more diverse student body might want to consider expanding the traditional admission criteria.
Higher education, 2011
A review of the peer-reviewed papers in the top higher education journals in the last 20 years su... more A review of the peer-reviewed papers in the top higher education journals in the last 20 years suggests that the field is relying heavily on Tinto’s (1993, Leaving college: Rethinking the causes and cures of student attrition. Chicago: University of Chicago Press) theory of student departure. The fact that there is limited empirical support for Tinto’s theory (Braxton, Sullivan, & Johnson, 1997, Handbook of Theory and Research, 12, 107–164) suggests the need to expand the theoretical grounding of the field, and use a broader set of theories or conceptual frameworks. The main objective of this study is to provide a thorough review of the different theories and conceptual frameworks that have been developed and/or applied in education, economics, sociology, and psychology to study the process of college persistence and attainment. The chapter contributes to the literature by providing an in-depth description of the theories that have been developed in other social sciences in the last four decades. This review would hopefully encourage scholars and graduate students in the field to expand the theoretical grounding and as a result address a broader set of research questions that need to be explored to gain a better understanding of the complexities of the process of college persistence and attainment.
The Journal of Higher Education, May 1, 2011
:The main objective of this study is to test whether junior-level four-year college students who ... more :The main objective of this study is to test whether junior-level four-year college students who initially attended a community college have similar educational outcomes as college juniors who only attended a four-year college. The results suggest that there are no differences in the outcomes of community college transfers and rising juniors.
Journal of College Student Retention: Research, Theory and Practice, Aug 1, 2012
Journal of Research on Educational Effectiveness, Dec 9, 2016
Society for Research on Educational Effectiveness, 2011
Body Background / Context: A large proportion of the high school graduates who attend a postsecon... more Body Background / Context: A large proportion of the high school graduates who attend a postsecondary institution take at least one basic skills/developmental/remedial course in either mathematics or English (Parsad & Lewis, 2003). A report from the Academic Senate for California Community Colleges (2000), which surveyed almost half of the community colleges in the state, found that, on average, 49 percent of students are directed to these basic skills courses. There is considerable debate on the effects and benefits of remediation in community colleges. Proponents argue that it enables poorly prepared high school students to attain the necessary preparation to succeed in college (Boylan, Bliss, & Bonham, 1994; 1997; Lazarick, 1997). On the other hand critics argue that the benefits of remediation are not clear given there is no evidence that remediated students passed college-level courses or attained degrees at higher rates than non-remediated students (Calcagno, 2007; Calcagno & Long, 2008; Martorell & McFarlin, 2007). In addition, there is evidence that students who were placed in remediation but who took college credit courses passed these courses (Armstrong, 1999). Finally, a major criticism is that, relative to its potential benefits, remediation is too costly for the students and for the state (James, Morrow & Perry, 2002). Every year more than 50 percent of the students from the LACCD are placed into basic skills mathematics. This is costly for the individuals and for the state. At the individual level, students need to take these courses before they can enroll in degree or transfer level courses, and this substantially increase the time that they remain in the system. The state in turn has to pay for courses that the students were supposed to take in high school. As described below, the effects of assignment of entering students to different levels of math on the academic preparation, persistence and educational outcomes are unclear at best. This study is an ambitious attempt to enhance the available research on this critical policy issue for the State of California and the nation. This evaluation will provide insights to the district and the state about the effect of placement on successful course sequences that have the potential to promote persistence and save millions of dollars to the state.
Journal of Research on Educational Effectiveness, Jun 15, 2021
Abstract This study examines the impact of a comprehensive college transition program, the Thomps... more Abstract This study examines the impact of a comprehensive college transition program, the Thompson Scholars Learning Communities (TSLC), on psychosocial outcomes using an experimental design. We estimate overall and heterogenous effects of program participation on students’ sense of belonging to campus, feelings of mattering to campus, sense of academic self-efficacy, and sense of social self-efficacy. Participation in TSLC, as compared to receiving a substantial college scholarship without comprehensive support, leads to large increases in both mattering and sense of belonging to campus during students’ two years in the program. We find no impact of TSLC participation on students’ academic or social self-efficacy. We demonstrate the program effects on students’ feelings of mattering to campus were largest for traditionally underrepresented student groups; however, we find no evidence of heterogeneous effects on students’ sense of belonging to campus, academic self-efficacy, or social self-efficacy. Our findings suggest that comprehensive college transition programs can promote students’ psychosocial outcomes.
The Review of Higher Education, 2012
Despite substantial increases in the enrollment and college completion rates among African Americ... more Despite substantial increases in the enrollment and college completion rates among African American and Hispanic students in the last three decades (Snyder, Dillow, & Hoffman, 2007, Table 267), a college completion gap persists between minority students and White and Asian/Pacific Islander students (ACE, 2008; Carey, 2004). A number of factors help determine college persistence and attainment (Tinto, 1993) but two factors strongly associated with baccalaureate attainment are (a) access to financial aid (Dynarski, 2002; Heller & Nelson Laird, 2000; Turner, 2004), and (b) access to elite education, which we define as access to prestigious and highly ranked private institutions as well as public flagships (
The Review of Higher Education, 2008
Concerns surrounding the rising cost of college and increased student debt have contributed to a ... more Concerns surrounding the rising cost of college and increased student debt have contributed to a sense of crisis in college access for the middle class. In proposing cuts in interest rates on student loans that were later adopted as part of the College Cost Reduction Act of 2007, Representative George Miller, chairman of the House Committee on Education and the Workforce, argued: "Middle-class Americans are increasingly squeezed between the declining paychecks and the rising bills for basic items such as housing, health care, college tuition and energy" (quoted in Burd, 2007, p. 23). This view is shared by the general public.
American Behavioral Scientist, Jan 14, 2011
There is considerable debate about the effects and benefits of developmental/basic skills/remedia... more There is considerable debate about the effects and benefits of developmental/basic skills/remediation education in college. Proponents argue that it enables poorly prepared high school students to attain the necessary preparation to succeed in college while critics contend that the benefits of remediation are not clear. The main objective of the article is to provide a critical review of the literature on the impact of developmental math on the educational outcomes and persistence of community college students. The authors first describe three types of summative quantitative evaluations. The authors then review a number of studies that have used these techniques to evaluate the impact of developmental math on a number of educational outcomes of community college students nationwide. In the last section, the authors propose the use of regression discontinuity (RD) design as a feasible evaluation tool that institutional researchers at community colleges can use to identify the level (i.e., number of levels below college level courses), subpopulations (i.e., gender, race/ ethnicity, and age), and institutions (i.e., multicampus district) that are doing a better job in teaching the developmental courses needed to persist in college.
Teachers College Record, 2009
to compare the progress of two samples of "traditional" Hispanic transfer and Hispanic "rising ju... more to compare the progress of two samples of "traditional" Hispanic transfer and Hispanic "rising junior" students. The final sample is composed of 220 students from the high school senior class of 1982 and 140 students from the high school senior class of 1992. Research Design: Regression analysis is used to identify the effect of being a transfer student on B.A. attainment, after controlling for individual characteristics and institutional characteristics of the community college. Simulation analysis is used to identify the factors that affected B.A. attainment in the 1980s, which are used to predict B.A. rates a decade later. Findings/Results: The results show that the negative impact of being a transfer student in the 1980s had disappeared within a decade. The results suggest that the relatively lower attainment rate of Hispanic transfer students is the result of individual characteristics and lack of academic preparation rather than institutional characteristics. Conclusions/Recommendations: Although community colleges have the potential to be an alternative path toward a B.A., until transfer rates increase, Hispanics may be better off beginning their college education at a 4-year institution.
The Journal of Higher Education, Jul 1, 2008
for helpful research assistance. In addition, we are grateful to three anonymous reviewers and Gu... more for helpful research assistance. In addition, we are grateful to three anonymous reviewers and Guilbert Hentschke who provided helpful recommendations for revisions.
Computers & education, 2015
Research in Higher Education, Mar 21, 2007
This study analyzes the influence of local labor market conditions on the year-toyear persistence... more This study analyzes the influence of local labor market conditions on the year-toyear persistence and attainment decisions of a sample of traditional-aged students who attended community colleges during the 1990s. The findings suggest that the enrollment and attainment decisions of these first-time community college students were not made purely as a response to changes in tuition costs, but rather the result of a more interconnected process whereby changes in tuition, local labor market conditions, and the relative change in both are considered. For those who are sensitive to these relative costs, the likelihood of dropping out is increased. Of those who remained enrolled, the evidence suggests that an increase in tuition appears to provide an incentive or extra motivation to finish a degree, especially an associate's degree. This finding does not support the raising of in-state tuition to improve student outcomes; rather it draws attention to the complexity involved in student persistence and attainment decision-making.
is an Associate Professor in the USC Rossier School of Education. She works in the field of econo... more is an Associate Professor in the USC Rossier School of Education. She works in the field of economics of higher education. She uses quantitative methods of analysis and large-scale longitudinal survey data to study the association of different factors such as student trajectories and specific institutional characteristics on the persistence and educational outcomes of minority (African American and Hispanic) and low-income students.
World Bank, Washington, DC eBooks, Oct 1, 2020
The Policy Research Working Paper Series disseminates the findings of work in progress to encoura... more The Policy Research Working Paper Series disseminates the findings of work in progress to encourage the exchange of ideas about development issues. An objective of the series is to get the findings out quickly, even if the presentations are less than fully polished. The papers carry the names of the authors and should be cited accordingly. The findings, interpretations, and conclusions expressed in this paper are entirely those of the authors. They do not necessarily represent the views of the International Bank for Reconstruction and Development/World Bank and its affiliated organizations, or those of the Executive Directors of the World Bank or the governments they represent.
Community College Journal of Research and Practice, Jun 16, 2016
ABSTRACT This study describes student behavior through the actual assessment and placement (A&... more ABSTRACT This study describes student behavior through the actual assessment and placement (A&P) process. It then uses an alternative A&P policy that utilizes an additional measure that assesses prior math preparedness alongside subtest choice. Utilizing data from a community college that allows its' students to choose the assessment subtest used to place them, we find a misalignment between students’ subtest choice and the highest math course they passed. After correcting for this misalignment through our alternative A&P criteria, we found that students experience increased access to higher levels of math while exhibiting similar success rates in their placed courses.
Educação e Pesquisa, Jan 12, 2017
This paper compares the grades on the Enade exams from 2012 to 2014 of students who were accepted... more This paper compares the grades on the Enade exams from 2012 to 2014 of students who were accepted into higher education through affirmative action, who received the ProUni scholarship, or who received the government sponsored student loans (FIES) with the grades of students in the same class who did not receive the corresponding benefit. The mean of the standardized exam grades (both general and specific exams) are used for the comparison. The paper defines a limit of equivalence between grades as the difference of the mean grade of the 5% students with grades just above the mean and of the 5% students with grades just below the mean of all students. Differences below this limit of equivalence are considered of no practical relevance. Under this definition, the performance of students who were accepted through affirmative action is equivalent to that of their classmates who did not receive such benefit, as is the performance of students who received the FIES student loan. Students who received the ProUni scholarship performed better than their classmates.
Higher Education, Nov 1, 2010
The main objective of this study is to estimate the association between financial aid and college... more The main objective of this study is to estimate the association between financial aid and college dropout rates of postsecondary students in Colombia. We use a unique dataset from the Colombian Ministry of Education that includes all enrolled college students in the country between 1998 and 2008. Logistic regression is used to identify the correlation between receiving different forms of financial aid on the dropout rates of the students. The main results of the study suggest that the probability of dropping out decrease between 25 and 29% according to the type of financial aid received. There is also evidence that the financial aid is more effective in reducing dropout rates at the beginning of the student's college careers. This result holds after controlling by type of postsecondary institution attended. These findings suggest that financial aid is an effective tool to reduce dropout rates, and therefore increase persistence and expand access in Colombia.
Educational Evaluation and Policy Analysis, Jun 1, 2010
The study takes advantage of the nontraditional selection process of the Gates Millennium Scholar... more The study takes advantage of the nontraditional selection process of the Gates Millennium Scholars (GMS) program to test the association between selectivity of 4-year institution attended as well as other noncognitive variables on the college completion rates of a sample of students of color. The results of logistic regression and propensity score matching suggest these students are slightly more likely to graduate from college if they attend a highly selective institution. There is also evidence that other noncognitive variables such as leadership are good predictors of college completion. This suggests that admission offices interested in attracting a more diverse student body might want to consider expanding the traditional admission criteria.
Higher education, 2011
A review of the peer-reviewed papers in the top higher education journals in the last 20 years su... more A review of the peer-reviewed papers in the top higher education journals in the last 20 years suggests that the field is relying heavily on Tinto’s (1993, Leaving college: Rethinking the causes and cures of student attrition. Chicago: University of Chicago Press) theory of student departure. The fact that there is limited empirical support for Tinto’s theory (Braxton, Sullivan, & Johnson, 1997, Handbook of Theory and Research, 12, 107–164) suggests the need to expand the theoretical grounding of the field, and use a broader set of theories or conceptual frameworks. The main objective of this study is to provide a thorough review of the different theories and conceptual frameworks that have been developed and/or applied in education, economics, sociology, and psychology to study the process of college persistence and attainment. The chapter contributes to the literature by providing an in-depth description of the theories that have been developed in other social sciences in the last four decades. This review would hopefully encourage scholars and graduate students in the field to expand the theoretical grounding and as a result address a broader set of research questions that need to be explored to gain a better understanding of the complexities of the process of college persistence and attainment.
The Journal of Higher Education, May 1, 2011
:The main objective of this study is to test whether junior-level four-year college students who ... more :The main objective of this study is to test whether junior-level four-year college students who initially attended a community college have similar educational outcomes as college juniors who only attended a four-year college. The results suggest that there are no differences in the outcomes of community college transfers and rising juniors.
Journal of College Student Retention: Research, Theory and Practice, Aug 1, 2012