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Hitting Where It Hurts Most: COVID-19 and Low-Income Urban College Students

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  • Rodríguez-Planas, Núria

    (Queens College, CUNY)

Abstract

Using administrative data merged with a rich student survey collected during the summer of 2020, we document the immediate and short-term educational, financial, and personal burdens of New York city's low-income public university students during the COVID-19 pandemic, the closing of college campuses, and the city's shutdown. Low-income students are identified by whether they ever received the federal Pell Grant. We find that low-income college students were 8% more likely than general students at the same college to experience challenges while attending online classes during spring 2020 mostly due to higher childcare responsibilities, greater lack of internet, or greater probability of being sick or stressed. They were also 11% more likely to consider dropping a course because of concerns that their grade would jeopardize their financial assistance. Despite being 21% more likely to receive financial support from emergency relief grants and stimulus payments and unemployment benefits from the CARES Act, low-income college students have or are currently more at risk of experiencing financial distress including securing basic food needs (46% higher) and shelter (62% higher), facing job loss (15% higher), or losing their financial aid (12% higher). We identify potential mechanisms driving these results and correct for multiple hypothesis testing. Our findings underscore the need to target a variety of services and assistance towards low-income college students to secure their wellbeing and college continuity.

Suggested Citation

  • Rodríguez-Planas, Núria, 2020. "Hitting Where It Hurts Most: COVID-19 and Low-Income Urban College Students," IZA Discussion Papers 13644, Institute of Labor Economics (IZA).
  • Handle: RePEc:iza:izadps:dp13644
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    Cited by:

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    2. Binelli, Chiara & Comi, Simona & Meschi, Elena & Pagani, Laura, 2024. "Every cloud has a silver lining: The role of study time and class recordings on university students’ performance during COVID-19," Journal of Economic Behavior & Organization, Elsevier, vol. 225(C), pages 305-328.
    3. Elisa Failache & Nicolás Fiori & Noemi Katzkowicz & Alina Machado & Luciana Méndez, 2022. "Impact of COVID-19 on higher education: Evidence from Uruguay," Documentos de Trabajo (working papers) 22-02, Instituto de Economía - IECON.
    4. Ilie, S. & Maragkou, K., 2024. "University admissions during a pandemic," Cambridge Working Papers in Economics 2458, Faculty of Economics, University of Cambridge.
    5. Monroy-Gómez-Franco, Luis & Vélez-Grajales, Roberto & López-Calva, Luis F., 2022. "The potential effects of the COVID-19 pandemic on learnings," International Journal of Educational Development, Elsevier, vol. 91(C).
    6. Hardt, David & Nagler, Markus & Rincke, Johannes, 2022. "Can peer mentoring improve online teaching effectiveness? An RCT during the COVID-19 pandemic," Labour Economics, Elsevier, vol. 78(C).
    7. Favara, Marta & Freund, Richard & Perez-Alvarez, Marcello, 2023. "What If It Never Happened? Subjective Treatment Effects of a Negative Shock on Youth Labour Market Outcomes in Developing Countries," IZA Discussion Papers 16417, Institute of Labor Economics (IZA).

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    More about this item

    Keywords

    challenges; employment; financial support; educational outcomes; health; college students; low-income; COVID-19;
    All these keywords.

    JEL classification:

    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions
    • I22 - Health, Education, and Welfare - - Education - - - Educational Finance; Financial Aid

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