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Lauren Schudde

Assistant Professor of Educational Leadership and Policy, University of Texas at Austin
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About Lauren

Schudde's research examines the impact of educational policies and practices on college student outcomes. Themes from her work include a focus on broad-access colleges and leveraging state and institutional policies to improve the outcomes of students from low-income families, students of color, and students who enter college underprepared for college-level coursework.

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Contributions

Why Texas Should Mandate that Associate Degree Credits Can Be Readily Transferred from Two- to Four-Year Colleges

Key Findings Brief,

Publications

"Navigating Vertical Transfer Online: Access to and Usefulness of Transfer Information on Community College Websites" (with Dwuana Bradley and Caitlin Absher). Community College Review (forthcoming).

Examines how administrators and transfer personnel think about institutional online transfer resources and examines community colleges' online transfer information. Illustrates the need for colleges to develop and update their online information intentionally, determining which information students need in order to transfer (including transfer guides for partner programs/colleges) and how students might search for that information, and ensuring that necessary transfer information is available and up-to-date.

"Short- and Long-Term Impacts of Engagement Experiences with Faculty and Peers at Community Colleges" The Review of Higher Education 42, no. 2 (2019): 385-426.

Uses nationally representative longitudinal data and propensity score modeling to evaluate the effects of first-year engagement experiences at community colleges —including social and academic contact with faculty and participation in study groups and clubs— on achievement, persistence, degree attainment, and vertical transfer. Finds that speaking with faculty about academic matters improved short- and long-term outcomes, while engaging in study groups and clubs improved early outcomes, with less sizable long-term impacts

"Pell Grants as Performance-Based Scholarships? An Examination of Satisfactory Academic Progress Requirements in the Nation's Largest Need-Based Aid Program" (with Judith Scott-Clayton). Research in Higher Education 57, no. 8 (2016): 943-967.

Demonstrates that a substantial portion of Pell recipients are at risk for Pell ineligibility due to their failure to meet SAP grade point average or credit completion requirements.

"The Causal Effect of Campus Residency on College Student Retention" The Review of Higher Education 34, no. 4 (2011): 581-610.

Finds that the impact of living on campus is not negligible: the probability of remaining enrolled into the second year of college is 3.3 percentage points higher for on-campus residents than off-campus residents.