Financial Aid Research Papers - Academia.edu (original) (raw)

Abstract: Discussions of college costs often focus on tuition and fees but living cost allowances for room, board and other expenses account for more than half of the total cost of attending college. The allowances, developed by colleges and universities, also affect student eligibility for federal financial aid and the accuracy of accountability systems. This paper examines trends over time in living cost allowances, examines institutional variation, and assesses the accuracy of allowances by comparing them to living cost estimates specific to the college’s region. Estimates suggest that one-third of colleges and universities understate living costs by at least $3,000 with extensive within-region institutional variation in allowances. *The authors thank participants in a September 2014 Lumina Foundation convening on living costs for useful feedback. The Great Lakes Higher Education Guaranty Corporation, through a gift to the Wisconsin HOPE Lab, provided financial support for this w...

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- Higher Education, Financial Aid, Student Financial Aid, College Costs
- by Nolan Cabrera
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- Native American Studies, Indigenous Studies, Higher Education, Financial Aid

In January 2015, President Obama captured headlines in the US by announcing America’s College Promise (ACP), a policy that would reverse four decades of privatisation in higher education by making community colleges ‘tuition-free’. This research explores the conversation that unfolded across the Facebook pages of various media sources. Key phrases associated with sentiments and communication styles are uncovered using a Bag of Words (BoW) technique. Next, guided by political identity theory, the researchers employ logistic regression to explore variable effects (e.g. source, gender, race, age and political leaning) on communicating: (1) Against ACP, (2) in a Civil manner, and (3) Against/Civil/On-Topic. BoW models suggest those against the policy utilise anti-free-ride, privatisation rhetoric, whereas those using uncivil language attack commentators and groups who counter personally-held political beliefs – while also introducing non-sequiturs from other policies (e.g. healthcare and immigration). The combined communication styles unlocked tokens not found in larger sentiments, such as concerns over student loan debt. Logistic regression illustrates that, depending on sentiment or communication style explored, political identities and memberships associated with source and political alignment significantly affected likelihoods of communicating in the conversation. These findings are linked back to political identity theory.

- by Nicholas D Hartlep
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- Critical Theory, Finance, Economics, Financial Economics

Despite the importance of school counselors in the college going process, school counselors are often inundated by numerous non-counseling responsibilities and overwhelmed due to high student-counselor ratios (McDonough, 2005a, 2005b). Hence, the onus is on policy-makers, school leaders, and school counselors to embraces practice models that will enable schools and school counselors to promote college readiness and access for all students, especially students who face significant barriers in the college going process. Therefore, we offer strategies that school counselors can use to enhance college readiness and college access. These strategies take a school-family-community partnership approach in addressing the academic, economic, psychological, and structural barriers that these students may face. We first describe two models that provide insight into the comprehensive, cohesive, and widespread strategies the school counselors can use to work with all stakeholders with the aim of getting students college and career ready. We follow with strategies that school counselors can specifically use to engage parents in college readiness activities. We end with a personal story from a professional school counselor (the fourth author) who was a designated college counselor in a high school. She shares the strategies she used to encourage and increase college access for underrepresented college students in her school.

- by Julia A Bryan and +1
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- Psychology, Education, Sociology of Education, Special Education

" Free college " has emerged in some states as a new approach for increasing educational attainment. But, these and other states have long had initiatives designed to improve college affordability. To inform how state free tuition programs may improve affordability, increase attainment, and close gaps across groups in attainment, this article begins by providing an overview of the role of state policy in promoting attainment, with particular attention to higher education finance policies. Recognizing the utility of examining free tuition policies within the larger state context, we describe recent initiatives in Tennessee, Oregon, and New York. Given their recent establishment, it is too early to conclude whether state-sponsored free tuition policies improve higher education attainment or close gaps in attainment across groups. We consider emerging and potential outcomes, building on themes drawn from across the three cases and research on other higher education finance policies. We conclude by offering questions to guide policy makers, practitioners, and researchers in further consideration of these policies.

- by Laura Perna and +1
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- Education Policy, Financial Aid, State Policy
- by Kristan M Venegas
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- Technology, College Access, Financial Aid, High School

Credit momentum policies, or performance-based financial aid policies, have become increasingly popular among policymakers seeking to improve degree completion rates. This paper examines Indiana’s 30-credit-hour completion policy on first-time, full-time students who receive the Twenty-First Century Scholars (TFCS) Promise Program. Using administrative data from the Indiana University’s University Institutional Research and Reporting, representing 7842 low-income students who enrolled shortly before the policy was implemented, I use a difference-in-differences framework to explore the heterogeneous treatment effects of a credit (academic) momentum policy that was supported by the Complete College America 15 to Finish initiative on the academic progression and completion of promise scholarship recipients at Indiana University Bloomington and Indiana University-Purdue University, Indianapolis, compared to non-TFCS Pell recipients from the Fall 2011 cohorts through the Fall 2014 cohorts. I find some evidence to suggest that credit momentum policies are associated with small increases in cumulative credits and grades but had no effect on degree completion status (Year 4 Graduation Status, Year 6 Graduation Status). I also find evidence that TFCS female and first-generation recipients responded positively to the policy change but find no evidence that the policy affects promise recipients differently by race/ethnicity. While consistent with prior work on credit momentum, these findings are among the first to explore the academic performance of college promise recipients. Together, these findings indicate that credit momentum policies may improve academic progression and completion for low-income, first-generation students who receive a promise scholarship. Implications for policy and research are discussed.

- by Roy Y. Chan
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- Higher Education, Education Policy, Assessment in Higher Education, Financial Aid

The purpose of this research paper is to examine the organizational structure of the twelve public universities in the State of Florida in relation to Financial Aid. This paper will use data collected from documents of each of the twelve state universities to observe where the Financial Aid Offices structurally fall. In addition, the author will examine each state public university’s Financial Aid mission statement (or lack thereof), website, Financial Aid forms, newsletters and/or videos, and social media platforms.
To describe the organizational structure of student Financial Aid Offices and portray the clarity of resources available to students of the State University System of Florida, the author collected and analyzed data from sources of evidence. The author selected a qualitative approach to focus on the structure, the availability, and user friendliness of services to students. The author carefully analyzed five documents to find the needed information: (1) mission statements, (2) websites, (3) forms, (4) newsletters and/or videos, and (5) social media platforms. See Appendix A.
In terms of internal validity, this research study relied on “how research findings match reality” (Merriam, 2009, p. 213). The unit of analysis and delimitation for the scope of this paper was the State University System of Florida. Specifically, the sample included twelve universities. To validate this research, the author had direct access to the documents listed above.
The sample consisted of twelve universities. The author’s interest in learning more about the State University System of Florida determined the selection of this target group. See Appendix B.

- by Cristina Lopez Vergara
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- Public Universities, Financial Aid, Organizational structure, Florida
- by Nicholas D Hartlep
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- Critical Theory, Financial Economics, Education, Teacher Education

Özet Şerifler, Hz. Peygamberin torunu Hz. Hasan'ın soyundan gelen kişilerdir. Osmanlılar dö-neminde hem devlet hem de Müslüman halk tarafından büyük saygı ile karşılanmışlardır. Devlet tarafından kendilerine vergi muafiyeti, vakıf görevlerinde öncelik, Ramazan Ayı, Ra-mazan Bayramı, Kurban Bayramı ve büyük şenliklerde (Sur-i Hümayun vs.) ise atiye olarak adlandırılan maddi katkılar sağlanmıştır. Şerifler başkent İstanbul'a geldikleri zaman kendi-lerine ilk anda 3.000 kuruş maddi katkı sağlanmıştır (4 Za 1262/24 Ekim 1846). Bununla beraber Osmanlı Devleti muhtemelen saygısından dolayı, şerif olması olası olan kişilerin de mağduriyet yaşamasını istememiş ve yanında şeriflik belgesi taşımayan ve bu nedenle de dev-letin şerif olup olmadığını kesin belirleyemediği kişilere de şeriflere verilen miktarın 1/3'ü oranında (1000 kuruş) yardımda bulunmuştur. Devlet tarafından şeriflerin sahip oldukları manevi nüfuzları göz önünde bulundurularak, yaşadıkları bölgelerdeki muhtemel çatışma-ların önlenmesi, vergilerin adaletli toplanması, sefer hazırlıklarının desteklenmesi gibi bazı konularda kendilerinden faydalanılmıştır. Şerifler başkent İstanbul'a geldikleri zaman kendi-lerine hürmet gösterilerek konutlar kiralanmış ve kendilerine misafir kalacakları gün kadar her türlü gıda, kıyafet ve konutta kullanacakları her türlü eşya temin edilmiştir. Hazırlanan malzemelerin en iyi cinsten olmasına özen gösterilmiştir. Anahtar Kelimeler: Ehlibeyt, Hasan İbni Ali, şerif, Türk kültürü, misafir ağırlama, Osmanlı Dini Hayatı, Hacı Bektaş Velî Dergahı, Ramazan Ayı. Abstract Sherifs are the people who are descendants of Hassan, the grandson of Mohammed. In Ottoman times, they were shown great respect both by the state and by the Muslim folk. They were exempt from taxation, had priority in (charitable) foundational duties, and were provided with financial aids called " atiyye " during the month of Ramadan, the bayrams of Ramadan and Sacrifice, and important celebrations. When the sherifs came to Istanbul, the capital city, they were provided with 3000 kurus as financial aid (4 Za 1262/24 October 1846). Furthermore, the Ottoman State did not want those who were possibly sherifs but who did not have tokens of being a sherif with them. Thus, those who could not certainly be known to be sherifs were stil given 1000 kurus, 1/3 of the amount given to sherifs.

- by Zeynel Özlü
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- Financial Aid, Ehlibeyt, Osmanlı'nın Kızılbaş Politikası, Hz. Ali

Ang pananaliksik na ito ay ginamitan deskriptiv-analitikal.
Mula sa nakuhang mga datos, ang pangkalahatang resulta ay walang makabuluhang pagkakaiba sa resulta mula sa 4 na salik – pansarili, pangkaibigan, pampamilya at usaping pinansyal – sa pagitan ng tatlong uri ng iskolarship. Mula naman sa resulta ng mga iba pang katanungang katulad ng uri ng kanilang iskolarship.Lumabas sa nasabing mga kasagutan na ang mga iskolar sa financial aid scholarship ay bihirang maapektohan ng oras na ibinibigay para sa pagiging student assistant at sa oras ng pag-aaral. Mula naman sa interpretation sa athletic scholarhip, bihirang maapektohan ng oras ng pag-training sa oras ng pag-aaral at hindi kailaman naapektohan ng training ang pag-aaral nila. Ang huli naman ay ang mga iskolar sa academic scholarship. Ayon sa mean interpretation nito, palaging nape-pressure ang mga akademik iskolar sa nakukuhang grado at palaging nakakaranas ng pagkapuyat dahil sa pag-aaral pero hindi kailanman nahihirapang ibalanse ang oras para sa pag-aaral at sa kaibigan at pamilya. Madalas ding makaapekto sa pag-aaral ng mga akademik iskolar ang kakulangan nila sa oras ng pag-aaral.

Over the past decade, but especially in the past few years, programs with a promise label have been advanced at the local, state, and federal levels. To advance understanding of the design, implementation, and impact of the many different versions of emerging programs, policymakers, practitioners, and researchers need an organizing framework. To address this knowledge need, this study uses descriptive and cluster analyses of 289 programs that meet the following criteria: have a primary goal of increasing higher education attainment, promise a financial award to eligible students, have some “place” requirement, and focus on the traditional college-age population. Results suggest that state- versus non-state sponsorship, financial award structure (e.g., first/last dollar), type of postsecondary educational institutions at which the award may be used, and eligibility criteria (universal vs. merit or need) are important differentiators among programs. The results provide a foundation for future research on college promise programs.

- by Laura Perna and +1
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- Financial Aid, Place-Based Education, College Access and Success for Underrepresented and Underserved Students

The present report provides an analysis of trends in the redemption of Segal AmeriCorps Education Awards at Maine institutions from 1996-2016. Segal Awards are post-service grants that can be used to offset higher education expenses. This report can be broken down into four main sections, after the methodology section. The first section describes general trends in Segal Award use from 1996-2016, including what institution that money was used at and to what expense that money was directed toward. Given the current climate of the global economy, special care was given when analyzing data before, during, and after the 2001/2002 and 2008/2009 economic recessions; any trends are discussed. The second section considers a hypothetical scenario: “what would be the expense to public institutions if Segal Award recipients, who completed their service in Maine, qualified for in-state tuition?”. Some recommendations are given based on these data and projections. The third section considers a different hypothetical scenario: “what would be Maine’s fiscal impact if Segal Awards were not counted as taxable income?”. This question is based on the proposed “Segal AmeriCorps Education Award Tax Relief Act of 2019” and is reformulated to try to pose the same question to Maine in regard to waiving personal income tax at the state level; recommendations are given based on these data and projections. Section four closes the analysis by briefly discussing limitations to this research and proposes some follow-up analyses that would better contextualize the two hypothetical situations that were explored. [Prepared for The Department of Education and the Maine Commission for Community Service]

- by Patrick F Bloniasz
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- Higher Education, Financial Aid, Higher Education Policy, Community Service

This study evaluates the performance of the EU external financing instruments (EFIs) in the light of the results of the European Commission’s mid-term review and discussions on their post-2020 architecture. This evaluation finds that the existing architecture and geographic/thematic coverage of the EFIs has, overall, been relevant to the EU policy objectives set in 2014. However, they were less responsive to recipients’ needs, and implementation weaknesses persist. At the strategic level, weaknesses in EFIs that need attention in the post-2020 architecture include: balancing short-term expediency with long-term needs; ensuring EU security needs and interests do not marginalise EU values; and safeguarding the development-oriented agenda of EFIs. At an operational level, the EFIs need to overcome the ‘silo’ approach to implementation, and develop solid monitoring and evaluation systems that assess the EFIs’ impact in recipient countries. This study provides options for tackling these limitations, including the need to integrate simplification, ensure sustainability of EU action, strengthen flexibility while remaining consistent and committed to EU fundamental values, create multi-actor partnerships, link EU action to EU strategies, and strengthen EU strategic communication. The annexed expert paper found that EU support to civil society in Turkey, Ukraine and Egypt has improved in recent years, but it still struggles to meet new challenges. Neither radical simplification of the EFIs nor a dedicated civil society instrument would necessarily improve civil society support, and may involve serious drawbacks. The EU’s most pressing challenges are to link civil society more effectively to reform-oriented aid; find ways to support new civic actors; temper the current assault on civil society organisations; and to find more nuanced ways to link civil society to strategic goals.

To guide this research, the following hypothesis was established: 1. there is a positive difference in academic grade point average for students who receive need-based financial aid compared to those who do not receive need-based... more

- by Corey Carlson
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- Higher Education, Financial Aid, Higher Education Policy, Student Financial Aid
- by William Purdy and +1
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- Financial Aid, Higher Education Policy, Student Financial Aid

This study reviews recent articles discussing the benefits of International Public Sector Accounting Standards (IPSAS) implementation in reforming public sector accounting, specifically in developing countries. These benefits are among others better transparency, accountability, and decision making in public sector financial transactions. The purpose of this study is to examine the role of IPSAS in addressing some critical financial issues, including financial aids, budget deficit, taxes, and corruption, which may hinder the progress of Jordanian public sector and the country's economic growth. This study concludes that IPSAS has an effective role in addressing these thorny issues and its implementation would therefore allow the Jordanian public sector to reach its development goals. The unique contribution of this study is that it enriches the body of knowledge regarding the benefits of IPSAS implementation in a more holistic manner and in a new context, Jordan.

- by Mehki Gul
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- Finance, Higher Education, Financial Aid, Academic Performance

This report analyzes national-level higher education financing approaches for a diverse set of countries worldwide,
and how each approach relates to equity and attainment. This analysis provides a frame of reference for
policymakers to use appropriate funding policies to improve equity and ensure completion.
The report begins with an analysis of cost-sharing funding approaches—policies that determine who pays for
higher education. We break national funding policies worldwide into four categories: 1) free tuition (both
open and restricted access), 2) low tuition fees, 3) high tuition fees supported by loan schemes (mortgage-style
and income-contingent), and 4) dual-track policies.
We then turn to funding approaches designed to improve equity or foster completion and discuss whether
these approaches are working. Throughout the report, we draw on examples from many different national
systems and look for patterns linking these policies to equity and attainment outcomes for students.
In the conclusion, we consider the future of these policies worldwide and how governments can best use
limited resources to ensure that disadvantaged students not only enroll in universities but also complete their
degrees.

Economic pressures and a challenging labor market have placed a higher value on obtaining a master's degree and increased the financial difficulty students have in earning one. While a master's degree experience is somewhat short in tenure, typically two to three years in length, the ramifications of students' financial management decisions during this period can last a lifetime. The financial reality students face can be difficult to cope with and can affect their academic performance, physical and mental health, and the overall stability of their future. The researcher investigated the financial conditions that master's degree students face, the financial aspects that cause them the most concern during graduate school, and the methods universities are utilizing to address these financial circumstances.

- by Reed T Curtis
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- Education, Adult Education, Higher Education, Graduate Education

The rising cost of higher education and questions of affordability are concerns for many families in the United States, but particularly for those from traditionally underrepresented backgrounds. The knowledge of, information about, and perceptions related to how to pay for college can impact preparatory actions taken by families to prepare to pay for college. This commentary reviews literature published on pre-college financial awareness and preparation between 2000 and 2013 to examine what we know about the topic and to highlight existing disparities by race, ethnicity, and socioeconomic status. Implications are offered for programs and policies seeking to address these inequities, as well as suggestions for future research on this important but under-researched topic.

- by Casey George and +1
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- College Access, Financial Aid

This paper considers research pertaining to financial aid in college preparation programs. The paper begins by defining college preparation programs and how financial aid has been utilized in these programs. The authors point out that information pertaining to financial aid in college preparation programs has been rarely employed and rarely researched. Using the little research that does exist on college preparation programs and financial aid, the authors then suggest are search agenda that might be undertaken to determine the utility of having a financial aid component in college preparation programs. By considering the current research on college preparation programs, the authors conclude with the following question: If research on college preparation and financial aid were to be conducted what might it look like?

- by Kristan M Venegas and +1
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- Higher Education, College Access, Financial Aid, College-Going

With Hope O. Akaeze. State financial aid grant programs are commonly categorized as either need-based, merit-based, or both, but their initial eligibility requirements include many more factors than just financial need and academic merit. A categorization of programs that accounts for all requirements would facilitate a more nuanced and precise understanding of state grant programs. We used latent class analysis to organize 354 grant programs into a five-category typology to better understand the variations and patterns in programs. Need and merit proved important in the typology, but two of the new categories of programs were defined by other eligibility requirements. Implications for future research and policymaking are discussed.

- by Bradley D Custer and +1
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- Higher Education, Financial Aid, Higher Education Policy, Public Policy Analysis

This article focuses on the Web-based resources available to low-income students as they build their perceptions, make their decisions, and engage in financial aid activities. Data are gathered from the results of focus groups and case studies. Findings suggest that low-income students do have access to computers but lack the knowledge and support needed to navigate the financial aid resources available online.

- by Kristan M Venegas
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- Technology, Higher Education, College Access, Financial Aid
- by Stephen Fender
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- Critical Theory, Financial Economics, Education, Teacher Education

Development aid is a financial aid given by governments, NGOs, global and regional unions, or private entities to support the development of developing countries, as a consequence also of Albania as one of them. Its main reason is decreasing poverty and encouraging development. Many literatures reveal evidences of the impact these financial aids have on the economic growth of a country. This paper creates a link between the research done and the practice by making a detailed description of the phenomena and making clear how the effects are derived. It further analyzes the economic development of Albania in terms of net income during the last 30 years, and the corresponding financial aid allocation for each year. Starting with the interpretation of the financial aid amount allocated each year; this research paper also extends the information regarding the fields of economy where this aid is invested. The descriptive statistics shows that financial aid has noticeably increased from year to year and its impact on the economy as well.

- by Eglantina Hysa
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- Development Studies, Poverty, Developing Countries, Financial Aid

This study explores how institutional grants influence student cohorts’ six-year graduation rates across four-year U.S. universities during and before the Great Recession, using panel data from the Integrated Postsecondary Education Data System (N = 2,632). Fixed effect, random effect, and ordinary least square models are employed to examine the impacts of the average amount of institutional grants received per student on cohort graduation rates. On the institutional level, our models suggest the directions, magnitudes, and statistical significances of the relationship between institutional grants and graduation rates vary substantially by school sectors, after disentangling the effect of other aid packages, institutional characteristics, student demographics, and other financial and academic factors. The results strongly against a myth that suggests institutional grants impede graduation rate. The findings show an increase in the average institutional grants improves graduation rates in public universities, but the association is uncertain for private colleges. The ambiguity in the private sector can be partially explained by unobserved heterogeneity—especially students’ household socio-economic backgrounds.

- by Yiwan Ye
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- Higher Education, Financial Aid, Thesis, Fixed-Effects Models
- by Jeffrey Ross
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- Future Studies, Archaeology, Teaching and Learning, Education

- by Nicholas D Hartlep
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- Critical Theory, Finance, Economics, Financial Economics

Exploring the motives behind Marshall Plan.

The “Community Star”workshop is to support First-Generation Students’ Adjustment to College (FGCS) adjustment to College life. The FGCS workshop will help you explore and identify current and new networks of social support and academic... more

- by Virginia M Rosales and +1
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- Counseling Psychology, Mentoring, Psychotherapy and Counseling, Financial Aid

The 2030 Agenda for Sustainable Development recognizes trade as an essential means of implementation for the Sustainable Development Goals (SDGs). Aid for Trade (AfT) is a mechanism which aims to support developing countries in building the capacity and infrastructure so that they can benefit from and engage in trade. AfT is an integral part of the SDG 8, in particular target 8a. on increasing AfT support for developing countries and least developed countries (LDCs). This working paper has benefited from comments shared on a previous draft by a group of various stakeholders to whom we are grateful. These insights were shared at a meeting at Quaker House in Geneva on 28 October 2021. This is a work in progress and we welcome further comments. This is the fourth paper in the series on Trade and Environmental Sustainability, which also includes papers on the topics of circular economy, environmental goods and services, and fossil fuel subsidy reform.

- by Joachim Monkelbaan
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- Climate Change, International Trade, Sustainable Development, Financial Aid
- by Devon DB
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- History, Education, Higher Education, Unemployment

Center for the Advancement of Postsecondary Education, and an anonymous donor provided funding for this study, conducted in partnership with the Fund for Wisconsin Scholars, the

- by David Mundel
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- Financial Aid, College Attendance

Federal and state governments regulate the character of their residents as a condition of immigration, employment, social services, and beyond. At the state level, “good moral character” rules have been analyzed in depth for decades, mostly as they pertain to admission to the bar and other licensed professions. Character requirements also affect the ability of college students to get state-funded financial aid, but these policies have received no scholarly analysis. According to this study’s findings, there have been at least 54 state financial aid grant programs with character rules, which begs the question: what does it mean to be a “good” college student? This paper offers an original study of the character requirements of state financial aid programs, including analysis of how character requirements were and still are interpreted and enforced. New insights are offered on the meaning of good moral character in this higher education law context that contribute to the wider literature on the use of good moral character requirements.

The Higher Education Coordinating Commission has published a new comprehensive report on the Oregon Opportunity Grant (OOG)—Oregon’s largest state-funded, need-based financial aid program—revealing that the State’s investment in need-based financial aid is clearly linked with student success for the low-income students who receive it. However, due to limited State funding, the program serves only a fraction of eligible Oregonians and has not kept up with the fast-rising costs of college.

- by Erin C Pischke, Ph.D.
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- Financial Aid, Higher Education Policy, Student Financial Aid

For the past century, the attainment of a college education from a prestigious institution was perceived as the “golden ticket” to a lifetime of professional security. Such an education was also considered as having immense “value.” Concerns arose that only certain individuals could attend such institutions. This notion, gave rise to the for-profit college and the practice of open admission policy. It brought with it, an abundance of financial scandals tied to admissions at these institutions. Based in the theoretical framework of Thomas Hobbes’ social contract theory, this research explores a standardized accreditation requirement of four-year degree granting institutions. It examines the discrepancies between the for-profit and traditional institutions, the financial aid connection to admissions, and accrediting bodies, and their current standards.

- by Nolan Cabrera
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- Native American Studies, Indigenous Studies, Higher Education, Financial Aid

In this article the author comments that the aims of higher education in the U.S., particularly in regards to minority students, are misguided. He argues that federal college student financial aid programs such as Pell Grants fail to provide enough money to poor students in order to allow them to pursue degrees and discusses the racial and ethnic differences in enrollments at public and private universities.

- by Christopher Newfield
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- Higher Education, Financial Aid, Student Financial Aid

❖ This study examines how undergraduate fall-to-fall persistence is related to unmet financial need and amount of gift aid. Unmet need has been calculated two different ways: (1) total unmet need and (2) unmet need with parental, unsubsidized, and private loans removed. For students who received varying amounts of gift aid, persistence is studied as it relates to the percent of the total aid package that is gift aid. Five years of student persistence and financial aid information are examined.

- by Marilee Bresciani Ludvik
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- Financial Aid, Persistence/Retention, Student Success

Immigrant students in a Pierce County, Washington State, U.S.A. technical college English as a Second Language (ESL) class were successful in college retention and cultural/linguistic adaptation by focusing on: Use Section 8 public housing as a stepping-stone to home ownership; use federal and state financial aid to attend vocational training in High Wage/High Demand jobs; start working in any job soon after arrival in the U.S.A.; learn English for job use, not for academic excellence (an 80% level is sufficiently functional); get a College Work Study job on-campus; establish a credit record and minimize credit card use; pursue college-level English, mathematics and human relations in the long-term.

The Cal State Student Association, in collaboration with The Institute for College Access & Success (TICAS), presents “Where Debt Comes Due at CSU: Unequal Debt Burdens Among California State University Graduates.” The report finds that low-income students and students of color are disproportionately paying the price. Nearly 8 out of every 10 CSU students who graduated with student loan debt had family incomes no greater than $54,000, and three-quarters (76%) of African-American graduates left CSU with debt compared to 47 percent of their White peers. The findings of the report suggest that current financial aid resources don’t stretch far enough to account for students’ total costs of attendance beyond tuition, and highlights the need for the State of California and the federal government to strengthen need-based aid programs to better support students.