Brent J Evans
Biographic Data
| ID | 3979230 |
|---|---|
| NAME | Brent J Evans |
| GIVEN NAMES | Brent J |
| FAMILY NAME | Evans |
| SIGNATURE | EVANS B J |
| AFFILIATIONS | Vanderbilt University |
| ORCID | 0000-0002-9676-9695 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 26 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Data Collection and Monitoring in an Educational RCT of a Postsecondary Access Program
The objective of this article is to discuss the advantages of effective educational monitoring in the context of a longitudinal RCT. Intentional data collection and monitoring enables the important assessment of issues of both internal and external validity. We discuss how we used mixed methods data collection to reveal important changing contextual factors in an evaluation of a postsecondary access program in the U.S. state of Texas. Specificall…
Bias in online classes
Comparing high school students' attitudes towards borrowing for higher education in England and the United States
Student borrowing is a major higher education public policy issue, with students in both England and the United States increasingly relying on loans to finance postsecondary education. Our paper examines prospective higher education students' attitudes towards debt in England and the United States. It exploits a unique dataset which allows us to compare students' responses to similar surveys conducted in both countries during the same time period…
College Guidance for All
Pre‐college advising programs exist in most disadvantaged high schools throughout the United States. These programs supplement traditional advising by high school guidance counselors and attempt to help underrepresented and disadvantaged students overcome the complexities of the postsecondary admission and financial aid processes. Existing evidence on these programs often uses within‐school randomization where spillovers and alternative supports …
Cracks in the Bedrock of American Democracy
Preparing educated and active citizens is one of the primary goals of higher education, yet colleges and universities may neglect civic engagement due to the prioritization of labor market preparation. Drawing on neoinstitutional theory, this paper examines the missions, infrastructure, activities, and outcomes related to civic engagement across postsecondary institutional characteristics. By combining several data sources on a diverse set of ins…
Understanding How Information Affects Loan Aversion
Although the literature offers evidence of students’ aversion to borrowing for postsecondary education, it offers no insight into whether such attitudes are mutable. Through a blocked, cluster-randomized controlled trial in six diverse high schools in Louisville, Kentucky, we test whether providing student loan and repayment information affects the borrowing attitudes and perceptions of high school seniors. The information treatment involves watc…
How College Students Use Advanced Placement Credit
Millions of high school students take Advanced Placement (AP) courses, which can provide college credit. Using nationally representative data, I identify a diverse set of higher education outcomes that are related to receipt of AP college credit. Institution fixed effects regression reduces bias associated with varying AP credit policies and student sorting across higher education. Results indicate college credits earned in high school are relate…
How Financial Literacy, Federal Aid Knowledge, and Credit Market Experience Predict Loan Aversion for Education
Many students are averse to taking out loans to pay for education-a phenomenon that is commonly discussed but rarely systematically analyzed. This study explores the relationship between student loan aversion and individual financial characteristics. In this analysis, we rely on a unique dataset of survey responses from more than 5,000 high school seniors, community college students who did and did not borrow for higher education, and adults with…
Persistence Patterns in Massive Open Online Courses (Moocs)
Using a unique dataset of 44 Massive Open Online Courses (MOOCs), this article examines critical patterns of enrollment, engagement, persistence, and completion among students in online higher education. By leveraging fixed-effects specifications based on over 2.1 million student observations across more than 2,900 lectures, we analyzed engagement, persistence, and completion rates at the student, lecture, and course levels. We found compelling a…
How College Students Use Advanced Placement Credit
Millions of high school students take Advanced Placement (AP) courses, which can provide college credit. Using nationally representative data, I identify a diverse set of higher education outcomes that are related to receipt of AP college credit. Institution fixed effects regression reduces bias associated with varying AP credit policies and student sorting across higher education. Results indicate college credits earned in high school are relate…
College Guidance for All
Pre‐college advising programs exist in most disadvantaged high schools throughout the United States. These programs supplement traditional advising by high school guidance counselors and attempt to help underrepresented and disadvantaged students overcome the complexities of the postsecondary admission and financial aid processes. Existing evidence on these programs often uses within‐school randomization where spillovers and alternative supports …
Cracks in the Bedrock of American Democracy
Preparing educated and active citizens is one of the primary goals of higher education, yet colleges and universities may neglect civic engagement due to the prioritization of labor market preparation. Drawing on neoinstitutional theory, this paper examines the missions, infrastructure, activities, and outcomes related to civic engagement across postsecondary institutional characteristics. By combining several data sources on a diverse set of ins…
Persistence Patterns in Massive Open Online Courses (Moocs)
Using a unique dataset of 44 Massive Open Online Courses (MOOCs), this article examines critical patterns of enrollment, engagement, persistence, and completion among students in online higher education. By leveraging fixed-effects specifications based on over 2.1 million student observations across more than 2,900 lectures, we analyzed engagement, persistence, and completion rates at the student, lecture, and course levels. We found compelling a…
How Financial Literacy, Federal Aid Knowledge, and Credit Market Experience Predict Loan Aversion for Education
Many students are averse to taking out loans to pay for education-a phenomenon that is commonly discussed but rarely systematically analyzed. This study explores the relationship between student loan aversion and individual financial characteristics. In this analysis, we rely on a unique dataset of survey responses from more than 5,000 high school seniors, community college students who did and did not borrow for higher education, and adults with…
Understanding How Information Affects Loan Aversion
Although the literature offers evidence of students’ aversion to borrowing for postsecondary education, it offers no insight into whether such attitudes are mutable. Through a blocked, cluster-randomized controlled trial in six diverse high schools in Louisville, Kentucky, we test whether providing student loan and repayment information affects the borrowing attitudes and perceptions of high school seniors. The information treatment involves watc…
Persistence Patterns in Massive Open Online Courses (Moocs)
Using a unique dataset of 44 Massive Open Online Courses (MOOCs), this article examines critical patterns of enrollment, engagement, persistence, and completion among students in online higher education. By leveraging fixed-effects specifications based on over 2.1 million student observations across more than 2,900 lectures, we analyzed engagement, persistence, and completion rates at the student, lecture, and course levels. We found compelling a…
How Financial Literacy, Federal Aid Knowledge, and Credit Market Experience Predict Loan Aversion for Education
Many students are averse to taking out loans to pay for education-a phenomenon that is commonly discussed but rarely systematically analyzed. This study explores the relationship between student loan aversion and individual financial characteristics. In this analysis, we rely on a unique dataset of survey responses from more than 5,000 high school seniors, community college students who did and did not borrow for higher education, and adults with…
College Guidance for All
Pre‐college advising programs exist in most disadvantaged high schools throughout the United States. These programs supplement traditional advising by high school guidance counselors and attempt to help underrepresented and disadvantaged students overcome the complexities of the postsecondary admission and financial aid processes. Existing evidence on these programs often uses within‐school randomization where spillovers and alternative supports …
Cracks in the Bedrock of American Democracy
Preparing educated and active citizens is one of the primary goals of higher education, yet colleges and universities may neglect civic engagement due to the prioritization of labor market preparation. Drawing on neoinstitutional theory, this paper examines the missions, infrastructure, activities, and outcomes related to civic engagement across postsecondary institutional characteristics. By combining several data sources on a diverse set of ins…
Understanding How Information Affects Loan Aversion
Although the literature offers evidence of students’ aversion to borrowing for postsecondary education, it offers no insight into whether such attitudes are mutable. Through a blocked, cluster-randomized controlled trial in six diverse high schools in Louisville, Kentucky, we test whether providing student loan and repayment information affects the borrowing attitudes and perceptions of high school seniors. The information treatment involves watc…
How College Students Use Advanced Placement Credit
Millions of high school students take Advanced Placement (AP) courses, which can provide college credit. Using nationally representative data, I identify a diverse set of higher education outcomes that are related to receipt of AP college credit. Institution fixed effects regression reduces bias associated with varying AP credit policies and student sorting across higher education. Results indicate college credits earned in high school are relate…
Bias in online classes
Comparing high school students' attitudes towards borrowing for higher education in England and the United States
Student borrowing is a major higher education public policy issue, with students in both England and the United States increasingly relying on loans to finance postsecondary education. Our paper examines prospective higher education students' attitudes towards debt in England and the United States. It exploits a unique dataset which allows us to compare students' responses to similar surveys conducted in both countries during the same time period…
Data Collection and Monitoring in an Educational RCT of a Postsecondary Access Program
The objective of this article is to discuss the advantages of effective educational monitoring in the context of a longitudinal RCT. Intentional data collection and monitoring enables the important assessment of issues of both internal and external validity. We discuss how we used mixed methods data collection to reveal important changing contextual factors in an evaluation of a postsecondary access program in the U.S. state of Texas. Specificall…
Psychology (9 works) · Economics (6 works) · Computer Science (5 works) · Higher Education Research Studies (5 works) · Mathematics education (5 works) · Medicine (5 works) · Political science (5 works) · Actuarial science (4 works) · Demographic economics (4 works) · Economic growth (4 works)