Tatiana  Melguizo

Tatiana Melguizo

Associate Professor of Education

PhD, Stanford University

Contact info

melguizo@usc.eduPhone: 213-740-3635Fax: 213-746-8142WPH-702GCurriculum Vitae

Concentration

Higher Education

Expertise

Expert in higher education, affirmative action, community colleges, and college graduation rates.

Tatiana Melguizo

 

Dr. Tatiana Melguizo 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.

Melguizo received a PhD in Economics of Education from Stanford University and an MA in Social Policy from the London School of Economics. Her work has been published in Education Evaluation and Policy Analysis, Teachers College Record, The Journal of Higher Education, The Review of Higher Education, Research in Higher Education and Higher Education. She is a recipient of the American Education Research Association (AERA) dissertation grant. Melguizo has also received grants from the Institute of Education Sciences (IES), Spencer foundation, AERA, the Bill and Melinda Gates foundation, Jack Kent Cooke, Nellie Mae and Lumina foundations and from the Association for Institutional Research, National Postsecondary Education Cooperative (AIR/NPEC).

Experience

Classes:

Contracts/Grants:

Recent Grants

Federal

  • US Department of Education $550,000 May 2010 – April 2012
  • Institute of Education Sciences (IES) Education Research Training Grants.
  • Principal Investigators Tatiana Melguizo and Johannes Bos in collaboration with George Prather. Evaluating the Effects of Basic Skills Mathematics Placement on Academic Outcomes of Community College Students.

Foundations

  • Spencer Foundation $50,000, June 2014–May 2015
  • Principal Investigator. Defining and estimating value-added models in higher education: Empirical estimations in Colombia. Co-Principal Investigators: Fabio Sanchez and Gema Zamarro.
  • Spencer Foundation $40,000, March 2011–February 2012
  • Principal Investigator. The relationship between college costs, local labor market conditions and persistence among community college students. Co-Principal Investigator: Fabio Sanchez.
  • Gates Millennium Scholars Research Program $10,000 May 2008-January 2009
  • Principal Investigator. A portrait of the characteristics of two cohorts of recipients and non-recipients of the Washington State Achievers (WSA) program who first attended a two-year college.
  • Gates Millennium Scholars Research Program $10,000 May 2007-April 2008
  • Principal Investigator. Are Minorities More Likely to Graduate from College if they attend More Selective Institutions? Evidence from a cohort of recipients and non-recipients of the Gates Millennium Scholarship (GMS) program.
  • Spencer Foundation $40,000, August 2006–May 2007
  • Principal Investigator. The relationship between college costs, local labor market conditions and persistence among community college students. Co-Principal Investigators: Greg Kienzl and Mariana Alfonso.

Selected Publications

  • Recent Papers in Peer-Reviewed Journals
  • Melguizo, T., Kosiewicz, H., Prather, G., & Bos, H. (2014).  How are community college students assessed and placed in developmental math? Grounding our understanding in reality. Journal of Higher Education.
  • Melguizo, T., & Wolniak, G. (2012). The earnings benefits of majoring in STEM fields among high achieving minority students. Research in Higher Education, 53(4), 383-405.
  • Melguizo, T., & Chung, A. (2012). College aid policy and competition for diversity. The Review of Higher Education, 35(3).
  • Melguizo, T. (2011). A review of the theories developed to describe the process of college persistence and attainment. In J.C. Smart (Ed.), Higher Education: Handbook of Theory and Research.
  • Melguizo, T., Kienzl, G., & Alfonso, M. (2011). Comparing the educational attainment of community college transfer students and four-year rising juniors using propensity score matching methods. The Journal of Higher Education, 82(3), 265-291.
  • Melguizo, T., Bos, H., & Prather, G. (2011). Is developmental education helping community college students persist? A critical review of the literature. American Behavioral Scientist, 55(2), 173-184.
  • Melguizo, T., Sanchez, F.J., & Jaime, H. (2011). The association between financial aid availability and the college dropout rates in Colombia. Higher Education, 62(2), 231-247.
  • Melguizo, T. (2010). Are students of color more likely to graduate from college if they attend more selective institutions? Evidence from the first cohort of recipients and non-recipients of the Gates Millennium Scholarship (GMS) program. Educational Evaluation and Policy Analysis, 32, 230-248.
  • Recent Chapters in Edited Volumes
  • Melguizo, T., & Kosiewicz, H. (2013). The role of race, income, and funding on student success: An institutional level analysis of California community colleges. Century Foundation, New York.
  • Melguizo, T., Kienzl, G., & Kosiewicz, H. (2013). The potential of community colleges to increase bachelor’s degree attainment rates. In A.P. Jones & L.W. Perna (Eds.), The state of college access and completion: Improving college success for underrepresented students. New York: Routledge.
  • Melguizo, T. (2012). The role of student long-term goals on college persistence of low-income students: evidence from the Washington State Achievers Program. In R. Winkle-Wagner, P. J. Bowman, & E. P. St John (Eds)., Expanding Postsecondary Opportunity for Underrepresented Students: Theory and Practice of Academic Capital Formation. Readings on Equal Education, Vol. 26. New York: AMS Press, Inc.
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