The Policy Shift in State Financial Aid Programs

2002 ◽  
pp. 221-261 ◽  
Author(s):  
Donald E. Heller
Keyword(s):  
Financial Aid ◽  
Policy Shift ◽  
Aid Programs

scholarly journals The Long-Run Impacts of Financial Aid: Evidence from California’s Cal Grant

2019 ◽  
Vol 11 (1) ◽  
pp. 64-94 ◽  
Author(s):  
Eric Bettinger ◽  
Oded Gurantz ◽  
Laura Kawano ◽  
Bruce Sacerdote ◽  
Michael Stevens
Keyword(s):  
Financial Aid ◽  
Degree Completion ◽  
Family Income ◽  
Cost Benefit ◽  
Graduate Degree ◽  
Long Run ◽  
School Graduation ◽  
Aid Programs ◽  
Annual Earnings

We examine the long-term impacts of California’s state-based financial aid by tracking educational and labor force outcomes for up to 14 years after high school graduation. We identify program impacts by exploiting variation in eligibility rules using GPA and family income cutoffs that are ex ante unknown to applicants. Aid eligibility increases undergraduate and graduate degree completion, and for some subgroups, raises longer-run annual earnings and the likelihood that young adults reside in California. These findings suggest that the net cost of financial aid programs may frequently be overstated, though our results are too imprecise to provide exact cost-benefit estimates. (JEL H75, I21, I22, I23, I26, I28)

scholarly journals Return on What Investment? The Behavioral Economics of Student Financial Aid

2019 ◽  
pp. 51-64
Author(s):  
McCall Pitcher Hopkin
Keyword(s):  
Behavioral Economics ◽  
Financial Aid ◽  
Low Income ◽  
Dropping Out ◽  
Low Income Students ◽  
Student Financial Aid ◽  
Program Complexity ◽  
Key Variables ◽  
Aid Programs ◽  
Low Income College Students

Each year, the federal government offers billions of dollars in need-based grant aid and loan subsidies to low-income college students. Concern is growing, however, around several system-wide problems that persist despite these federal investments: that many low-income students either 1) fail to take advantage of available aid; 2) are accepted to college but do not enroll; or 3) enroll but end up dropping out before graduating. While each of these decisions is informed by many factors, economists have identified program complexity and student behavioral bias as key variables—in other words, real humans do not always make the rational financial calculations policymakers expect of them when designing aid programs. This article reviews existing research on behavioral economics and student financial aid, examines access and completion barriers through a behavioral lens, and evaluates policy vehicles aimed to reverse students’ behavioral biases.

scholarly journals Current issues in the implementation of EU financial aid programs in Ukraine

2017 ◽  
Vol 2017 (262) ◽  
pp. 87-111
Author(s):  
Serhii IVANOV ◽  
◽  
Kateryna KLYMENKO ◽  
Maksym SAVOSTIANENKO ◽  
◽  
...  
Keyword(s):  
Financial Aid ◽  
Aid Programs

Where the Money is for Visually Impaired College Students: Financial Aid Information for Higher Education

1984 ◽  
Vol 78 (6) ◽  
pp. 248-250
Author(s):  
Robin L. Tannenbaum
Keyword(s):  
Higher Education ◽  
College Students ◽  
Vocational Rehabilitation ◽  
Financial Aid ◽  
Federal Government ◽  
Visually Impaired ◽  
Aid Programs

Summarizes financial aid programs available from national blindness agencies, state vocational rehabilitation agencies, and the federal government. Application procedures and contact addresses are listed.

Fortunate Sons and Daughters

2018 ◽  
Author(s):  
Deondra Rose
Keyword(s):  
Higher Education ◽  
Financial Aid ◽  
Building Blocks ◽  
Economic Benefits ◽  
Access To Higher Education ◽  
Social Citizenship ◽  
College Degrees ◽  
Higher Education Policies ◽  
The Social ◽  
Aid Programs

Chapter 6 examines the effectiveness of federal financial aid policies in expanding women’s access to higher education and the social and economic building blocks of full citizenship. While the GI Bill significantly expanded men’s access to college, it offered very little support for women interested in pursuing college degrees. Subsequently enacted financial aid programs promoted greater gender equality in socioeconomic status by increasing the probability that women would attain advanced levels of education. By making college more affordable, increasing the amount of time that students can devote to academic work, and promoting undergraduate degree completion, student financial aid programs constitute central mechanisms by which US lawmakers have supported equal social citizenship for women and men. By significantly increasing women’s access to college degrees and the social and economic benefits that are associated with higher education, landmark higher education policies have supported women’s full incorporation into American society.

Funding Sources for Visually Impaired Students in Higher Education

1987 ◽  
Vol 81 (10) ◽  
pp. 472-476
Author(s):  
M. Traber
Keyword(s):  
Higher Education ◽  
Vocational Rehabilitation ◽  
Financial Aid ◽  
Federal Government ◽  
Visually Impaired ◽  
Funding Sources ◽  
Visually Impaired Students ◽  
Aid Programs

Update of a summary of financial aid programs available from national blindness agencies, state vocational rehabilitation agencies, and the federal government. Application procedures and contact addresses are listed.

Campus-Based Financial Aid Programs: Trends and Alternative Allocation Strategies

2015 ◽  
Vol 31 (4) ◽  
pp. 448-480 ◽  
Author(s):  
Robert Kelchen
Keyword(s):  
Financial Aid ◽  
Private Colleges ◽  
Educational Opportunity ◽  
Work Study ◽  
Study Program ◽  
The Past ◽  
High Tuition ◽  
Financial Need ◽  
Aid Programs ◽  
Allocation Strategies

Two federal campus-based financial aid programs, the Supplemental Educational Opportunity Grant (SEOG) and the Federal Work-Study Program (FWS), combine to provide nearly US$2 billion in funding to students with financial need. However, the allocation formulas have changed little since 1965, resulting in community colleges and newer institutions getting much smaller awards than long-standing private colleges with high costs of attendance. I document the trends in campus-level allocations over the past two decades and explore several different methods to reallocate funds based on current financial need while limiting the influence of high-tuition colleges.

The Role of Context in Understanding the Contributions of Financial Aid to College Opportunity

2011 ◽  
Vol 113 (5) ◽  
pp. 895-933 ◽  
Author(s):  
Laura W. Perna ◽  
Patricia Steele
Keyword(s):  
High School Students ◽  
High Schools ◽  
Financial Aid ◽  
College Access ◽  
The State ◽  
Financial Barriers ◽  
Perceptions And Expectations ◽  
Aid Programs ◽  
College Opportunity

Background/Context Financial aid is a critical policy lever for increasing college access, choice, and attainment. Even with the substantial investment in financial aid programs, however, inadequate financial resources continue to limit postsecondary educational attainment. The persistence of financial barriers despite the substantial annual investment in student financial aid programs suggests the need to better understand the role of financial aid in promoting college opportunity. Purpose The study explores three questions: What are high school students’ perceptions of and expectations for financial aid? How do these perceptions and expectations inform college-related behaviors? How are perceptions and expectations for financial aid influenced by the state and school contexts in which students are embedded? Research Design The study uses data from descriptive case studies of 15 high schools, three in each of five states: California, Florida, Georgia, Maryland, and Pennsylvania. Within each state, we purposively selected three high schools. The three high schools, selected from one school district or metropolitan region, may be characterized as relatively “low,” “middle,” or “high” resource based on the demographic and academic characteristics of enrolled students. Conclusions/Recommendations The results of this study suggest the importance of considering perceptions and expectations about aid, rather than actual amounts of available aid, when examining the relationship between financial aid and students’ college-related decisions. The results also suggest that knowledge and understanding of aid are related to characteristics of the schools that students attend and characteristics of available aid (an aspect of the state context). In addition, the results indicate that perceptions of and expectations about aid may encourage students to engage in other behaviors that promote college access and success, particularly academic preparation. The article concludes by offering implications for future research.

scholarly journals STATE MERIT-BASED FINANCIAL AID PROGRAMS AND COLLEGE ATTAINMENT

2014 ◽  
Vol 55 (3) ◽  
pp. 364-390 ◽  
Author(s):  
David L. Sjoquist ◽  
John V. Winters
Keyword(s):  
Financial Aid ◽  
College Attainment ◽  
Aid Programs
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