Annotated Bibliography based on the research question,

How does the rising cost of college affect college students performance and attendance?

Cabrera, A. F., Stampen, J. O., & Hansen, W. L. (1990). Exploring the effects of ability to

pay on persistence in college. The Review of Higher Education, 13(3), 303.

http://search.proquest.com/docview/1308037912?pq-origsite=gscholar

This study examines the effects of economic and non-economic variables on college

attendance. It takes information from around 1,500 college students at public four-year

universities and their ability to pay as well as non-economic variables such as social

environments, academic skills and ambition. The study showed that ability to pay is not

only significant when the variable is considered alone, but also when other variables are

incorporated into the analysis. Results showed that ability to pay moderates the effect of

goal commitment upon different circumstances, and that it is best understood as an

external factor that directly affects students decisions.

Hossler, D., Schmit, J., & Vesper, N. (1999). Going to college: How social, economic, and

educational factors influence the decisions students make. JHU Press.

This study evaluates the factors that weigh in the decisions of going to college or not for

students across America. How socio-economic standing affects this decision making

process that will help in a very big way the outcome of your future. This book reports a

nine year long study on a group of students in indiana and well as their relatives and

surrounding circles. It is organized into four parts, and

Jackson, G. A. (1980). How students pay for college: temporal and individual variation.

Higher Education, 9(5), 619-632. http://link.springer.com/article/10.1007/BF02259956

 This article by Gregory Jackson discusses College students' finances and makes the case

that these should be of public interest. He states the public consequences of students

choices that more often than not are greatly influenced by their financial reach. And that

because of that much public money should be designated to help these students. His

study, based on data from yearly surveys of college freshmen and high-school students,

decomposes student expenditures on college in reference to their access to varying

resources. It then examines the different outlooks and options for students depending on

where they lived, academic performance, and socio-economic backgrounds.

King, J. E. (1999). Money Matters: The Impact of Race/Ethnicity and Gender on How Students

Pay for College. http://eric.ed.gov/?id=ED443364

This report by Jacqueline King describes how students from the major racial/ethnic

groups and of different genders pay for college, identifying background characteristics

that influence how students finance their education. The study is divided in sections that

compares students by background, financial, and financing choices and characteristic.

The study argues that combining working with part-time attendance not as efficient

because the research shows that these students are less likely to complete a degree than

those who maintain a full course load. It also finds similarities in choices and paths

between various minorities or groups.

King, T., & Bannon, E. (2002). At What Cost? The Price That Working Students Pay for a

College Education. http://eric.ed.gov/?id=ED470026

This report states as the cost of a college education has risen, financial aid opportunities

students have not followed suit and the pressure of affording college has fallen on the

shoulders of students and their families. Nearly half of all full-time working college
 students are working enough hours to hurt their academic achievement and the overall

quality of their education. Adding that the majority of these students report that they

would not be able to attend college if they did not work. Data gathered from 1,031

surveys completed by students across the United States show that 46% of all full-time

working students work 25 or more hours a week, and that 42% of these students reported

that working hurt their grades as these hours, class schedule limiting their class choices.

Stern, D., & Nakata, Y. F. (1991). Paid employment among US college students: Trends, effects,

and possible causes. The Journal of Higher Education, 25-43.

http://www.jstor.org/stable/1982099?seq=1#page_scan_tab_contents

This article by David Stern and Yoshi Nakata describes trends in employment among

different categories of students, analyzes social, financial repercussions for employed

students, and examines possible explanations for the rising numbers in student

employment. From the later half of the century forward the proportion of college students

who held paid jobs steadily increased. It debates whether or not it detracts from the

students academic development or prepares them for working in the field post

graduation. It provides analysis by separating the students by age, gender, race, ethnicity

and other socio-economic standards; how this employment has affected students; and

what could be the reasons for these students taking these jobs.

McDaniel, A., Montalto C. P., Ashton B., Duckett K., & Croft A. (2014). National

Student Financial Wellness Study: Key Findings Report. Ohio State University Press, 2-

16. http://cfw.osu.edu/posts/documents/nsfws-key-findings-report-2.pdf

The National Student Financial Wellness Study is a nationwide survey conducted by the

Ohio State University that studies how students manage to cost of college. It examines
 the financial attitudes, practices and knowledge of students from institutions of higher

education across the United States. It focuses on gaining a more accurate picture of the

financial wellness of college students. The survey was administered to 163,714

undergraduate students and the report highlights 5 key topics: student loans, credit cards,

financial behaviors, financial knowledge and education, and financial futures. It offered

accurate statistics and charts detailing the available resources students have fo affording

higher education.

U.S. Department of Education, National Center for Education Statistics. (2016). The Condition

of Education 2016 (NCES 2016-144) https://nces.ed.gov/fastfacts/display.asp?id=31

The National Center for Education statistics grants nationwide information on various

topics and questions. It states that Grants and loans are the major forms of federal

financial aid for degree seeking students. In order t qualify for a majority of these grants

a student must demonstrate financial need. Federal loans, on the other hand, are available

to all students. Apart from federal financial aid, there are also grants from state and local

governments, institutions,, as well as private loans that a student could use. It has

information on the percentage of first-time, full-time undergraduate students receiving

financial aid at 4-year degree-granting postsecondary institutions, by control of institution

and charts that illustrate it.