An Analysis of the National Postsecondary Student Aid Survey (original) (raw)
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National Postsecondary Student Aid Study, 199596 (NPSAS: 96), Methodology Report (NCES 98073)
US Department of …, 1997
This report describes the methods and procedures used for the 1996 National Postsecondary Student Aid Study (NPSAS:96). NPSAS:96, which surveyed over 830 postsecondary education institutions and over 34,000 students and parents, included important changes from previous NPSAS studies conducted in 1987, 1990, and 1993 in its sample design and data collection. For example, this current study is the first to use a single-stage institutional sampling design and to select a subsample of students for telephone interviews. It is also the first of the NPSAS studies to take full advantage of extant data maintained in government data files. The introductory chapter describes the background, objectives, methodological issues, and products of the NPSAS:96. In chapter 2, study design and method are summarized. Descriptions and overall outcomes of the stages of data collection are presented in chapter 3. Chapter 4 presents evaluations of procedures used to collect information from institutions, students, and parents, and examines issues related to the quality of data collected. from the Office of Tax Analysis, U.S. Treasury Department also reviewed the report and provided helpful suggestions.
2002
in its sample design and collection of data. For example, this study is the first to restrict institutional sampling to Title IV participating institutions. It is also the first in the NPSAS series to use Web-based instrumentation for institutional records collection. However, sufficient comparability in survey design and instrumentation was maintained to ensure that important comparisons with past NPSAS studied can be made. The discussion of methods and procedures contains these chapters: (1) "Introduction, Background, and Purpose"; (2) "Design and Method of NPSAS: 2000"; (3) "Outcomes of Data Collection"; (4) "Evaluation of Operations and Data"; (5) Variable Construction and File Development"; and (6) "Weighting and Variance Estimation." Eleven appendixes contain supplemental information about aspects of the survey. (Contains 133 tables and 11 figures.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document. NCES
National Center for Education Statistics, 2005
ion method Of the 1,300 institutions that provided student record data, the majority (66 percent) did so by self-CADE. Data-CADE was the next most common method, with 21 percent of CADE completions being submitted via electronic data files. Field data collectors performed the record abstraction from the remaining 13 percent of CADE completions. Compared to NPSAS:2000, the rate at which institutions opted for the data-CADE in NPSAS:04 was significantly higher: 21 percent compared to 3 percent in NPSAS:2000 (Z = 12.27, p < 0.05). As was described earlier, student sample sizes were larger than in NPSAS:2000, making the data-CADE option more attractive. Data-CADE was also useful for institutional systems that provided data for students from multiple institutions. There was a corresponding decrease in the use of field-CADE from NPSAS:2000; 13 percent compared to 23 percent (Z = 6.0, p < 0.05). Table 14. Student record abstraction method: 2004 Institutions providing CADE Total stude...
1985
The equity and effectiveness of the student financial aid system are considered, as it applies to undergraduates attending public institutions. In addition to evaluating whether aid is targeted to students with the greatest financial needs, attention is directed to the relationship between the receipt of different types of financial aid and dropout rates. One data source is cross-sectional data on 10,200 randomly selected records of aid recipients (weighted to represent national totals) from a sample of public colleges and universities. Information is provided on average awards to students in three need categories for various types of federal, state, and institutional awards. The analysis is supplemented by data on nonaided students from four state-based student surveys of resources and expenditures (i.e., Arizona, California, New York, and Wisconsin). Longitudinal data on a random sample of University of Wisconsin System freshmen provides information on aid utilization during the first 3 years of undergraduate study (1979)(1980)(1981). The following categories of aid are assessed: grants only, loans only, work-study only, grants and loans, grants and work-study, loans and work-study, and all three. Th distribution of the various types of need-based aid to dependen and independent students and to students in four income groups is al o considered. (SW)
Is the Student Aid System Achieving Its Objectives?: Evidence on Targeting and Attrition
1985
The equity and effectiveness of the student financial aid system are considered, as it applies to undergraduates attending public institutions. In addition to evaluating whether aid is targeted to students with the greatest financial needs, attention is directed to the relationship between the receipt of different types of financial aid and dropout rates. One data source is cross-sectional data on 10,200 randomly selected records of aid recipients (weighted to represent national totals) from a sample of public colleges and universities. Information is provided on average awards to students in three need categories for various types of federal, state, and institutional awards. The analysis is supplemented by data on nonaided students from four state-based student surveys of resources and expenditures (i.e., Arizona, California, New York, and Wisconsin). Longitudinal data on a random sample of University of Wisconsin System freshmen provides information on aid utilization during the first 3 years of undergraduate study (1979-1981). The following categories of aid are assessed: grants only, loans only, work-study only, grants and loans, grants and work-study, loans and work-study, and all three. Th distribution of the various types of need-based aid to dependen and independent students and to students in four income groups is al o considered. (SW)
Financial Aid Policy: Lessons from Research
The Future of Children, 2013
In the nearly fifty years since the adoption of the Higher Education Act of 1965, financial aid programs have grown in scale, expanded in scope, and multiplied in form. As a result, financial aid has become the norm among college enrollees. The increasing size and complexity of the nation's student aid system has generated questions about effectiveness, heightened confusion among students and parents, and raised concerns about how program rules may interact. In this article, we review what is known and what is not known about how well various student aid programs work. We find evidence that lowering costs can improve college access and completion, but this general rule is not without exception. For example, the complexity of program eligibility and delivery appears to moderate the impact of aid, and for students who have already decided to enroll, grants that link financial aid to academic achievement appear to boost college outcomes more than do grants with no strings attached. Future research is likely to focus on several issues: the importance of program design and delivery, whether there are unanticipated interactions between programs, and to what extent program effects vary across different types of students. President Lyndon Johnson signed into law the Higher Education Act of 1965, which firmly established the federal government as the primary provider of financial aid for college. In his remarks that day at Southwestern Texas State College, his alma mater, President Johnson said, "To thousands of young men and women, this act means the path of knowledge is open to all that have the determination to walk it…. It means that a high school senior anywhere in this great land of ours can apply to any college or any university in any of the 50 States and not be turned away because his family is poor." 1 In the nearly fifty years that have passed since the Higher Education Act was adopted, college enrollment has expanded dramatically and average aid per student has grown even faster (figure 1). 2 Full-time-equivalent undergraduate enrollment more than doubled, from about 6.2 million in 1971-72 to 14.2 million in 2010-11, while average aid per student more than tripled, from 3,437to3,437 to 3,437to12,455 (in constant 2010 dollars). The increase in aid per student is driven primarily by the expanding reach of the federal programs, which now flow to a more diverse range of students than was anticipated when the programs were first conceived. The early programs were squarely focused on "traditional" students-young, recent high school graduates enrolled in college on a full-time basis. Federal aid, delivered primarily b the U.S. Department of Education was also focused on students with fairly low incomes. Government aid for students was delivered primarily by the U.S. Department of Education. 4 [ near here]
The Spencer Foundation was established in 1972 through the gift of Lyle Spencer and supports research about education. The Foundation currently funds individual investigators to pursue important research projects regarding educational issues. Traditionally the majority of grantees have been affiliated with academic departments in colleges and universities, the remainder being principally employed in schools of education. Lumina Foundation for Education, an Indianapolis-based private foundation, strives to help people achieve their potential by expanding access to and success in education beyond high school. Through grants for research, innovation, communication, and evaluation, as well as policy education and leadership development, Lumina Foundation addresses issues that affect access and educational attainment among all students, especially underserved student groups such as minorities, students from low-income families, first-time college-goers, and working adults. The Foundation believes postsecondary education is one of the most beneficial investments individuals can make in themselves and that a society can make in its people. The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity. Founded in 1900, the association is composed of more than 5,400 schools, colleges, universities, and other educational organizations. Each year, the College Board serves seven million students and their parents, 23,000 high schools, and 3,500 colleges through major programs and services in college admissions, guidance, assessment, financial aid, enrollment, and teaching and learning. Among its best-known programs are the SAT ® , the PSAT/NMSQT ® , and the Advanced Placement Program ® (AP ®). The College Board is committed to the principles of excellence and equity, and that commitment is embodied in all of its programs, services, activities, and concerns. Disclaimer In all of its book publishing activities, the College Board endeavors to present the works of authors who are well qualified to write with authority on the subject at hand and to present accurate and timely information. However, the opinions, interpretations, and conclusions of the authors are their own and do not necessarily represent those of the College Board or the other project sponsors, or their offices or employees. Nothing contained herein should be assumed to represent an official position of the College Board or any of its members.