Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
78,269
result(s) for
"Student Financial Aid"
Sort by:
The other college guide : a roadmap to the right school for you
\"A college degree has never been more important-or more expensive. If you're not made of money, where can you get an amazing liberal arts education without your parents having to remortgage the house or cash in their retirement fund? Which degrees will allow you to fulfill your dreams and earn a decent paycheck? What do you really need to know if you're the first in your family to go to college? How do you find good schools that offer a well-rounded campus life for black or Latino students? From the staff of Washington Monthly comes a new kind of college guide, inspired by and including the magazine's signature alternative college rankings. The Other College Guide features smartly designed, engaging chapters on finding the best-fit schools and the real deal about money, loans, and preparing for the world of work. This essential higher ed handbook also highlights information on what to look for (and watch out for) in online programs and for-profit colleges and concludes with fifty profiles of remarkable but frequently overlooked schools. All things being unequal, The Other College Guide will provide American students-and their families and school counselors-with the honest and practical information they need to make sense of the college process and carve a path to the future they imagine. \"-- Provided by publisher.
Book
Pell Grants as Performance-Based Scholarships? An Examination of Satisfactory Academic Progress Requirements in the Nation's Largest Need-Based Aid Program
The Federal Pell Grant Program is the nation's largest need-based grant program. While students' initial eligibility for the Pell is based on financial need, renewal is contingent on meeting minimum academic standards similar to those in models of performance-based scholarships, including a grade point average (GPA) requirement and ratio of credits completed compared to those attempted. In this study, we describe federal satisfactory academic progress (SAP) requirements and illustrate the policy's implementation in a statewide community college system. Using state administrative data, we demonstrate that a substantial portion of Pell recipients are at risk for Pell ineligibility due to their failure to meet SAP GPA or credit completion requirements. We then leverage the GPA component of the policy to explore the impacts of failure to meet standards on early college persistence and achievement, earning a credential, and transferring to a 4-year college using two methodological approaches: regression discontinuity (RD) and difference-in-differences (DD). Our results across the two approaches are mixed, with the RD providing null estimates and the DD indicating statistically significant impacts, including a negative effect on early college persistence. We conclude by discussing the implications for future research.
Journal Article
PBS newshour. Community colleges pay student expenses beyond tuition hoping to boost graduation rates
Community colleges can be a catapult to economic mobility, dramatically increasing earnings, and almost all are open admission. But most students that start degrees do not finish on time, and many don’t finish at all. Hari Sreenivasan reports on a program spreading nationally to increase community college graduation rates. It’s part of our series, Rethinking College.
Streaming Video
Quality in student financial aid programs : a new approach
This report of the Panel on Quality Improvement in Student Financial Aid Programs examines the quality control of federal student financial aid programs covered by Title IV of the Higher Education Act of 1965 and offers recommendations calling for sweeping revisions of the present system. The report explores: (1) the quality control practices employed by the Department of Education to measure the accuracy of eligibility of students for awards; and (2) the methods used by program managers, based on this information, to reduce errors. Part 1 describes the new philosophy of continuous improvement as well as Title IV student financial aid programs and the system for distributing the awards. Part 2 discusses the outcome of Department of Education activities to control, improve, and monitor the \"quality of the award\" in the current system. Among the topics addressed are the methodological and statistical integrity of current quality control studies, including the accuracy of estimates of national error rates; a review of the application forms and their instructions; and the potential for risk-based management of audit and review processes. Part 3 looks at the larger picture and recommends changes in the system that should more efficiently reduce the recurring problems identified in Part 2. Appendices include six papers addressing various aspects of student financial aid reform. (Contains over 60 references.) (GLR)
eBook
Resetting Prices: Estimating the Effect of Tuition Reset Policies on Institutional Finances and Enrollment
Private nonprofit colleges are increasingly using tuition resets, or a decrease in sticker price by at least 5%, to attract new students and counter declining demand. While discounting tuition with institutional aid is a common practice to get accepted students to matriculate and to increase affordability, a tuition reset is a more transparent approach that moves colleges away from a high aid/high tuition model. The authors find minimal evidence that these policies increase student enrollment in the long run, but that there may be short-term impacts. As expected, institutional aid decreases and varies directly with the size of the sticker price reduction. The average net price students pay decreases, but this effect may be driven by changes in the estimated non-tuition elements of the total cost of attendance. Finally, net tuition revenue appears unrelated to tuition resets. These findings call into question the efficacy of this practice.
Journal Article
California DREAM: The Impact of Financial Aid for Undocumented Community College Students
Ineligibility for state financial aid has traditionally limited undocumented students' access to higher education. Since 2013, the California Development, Relief, and Education for Alien Minors Act (CA-DREAM) has made state-supported aid available to undocumented college students with demonstrated financial need. We use a difference-in-difference strategy and administrative data to examine the impact of the policy on undocumented community college students' enrollment behaviors and postsecondary outcomes. The availability of CA-DREAM aid for these students, in the form of enrollment fee waivers, drew in undocumented Hispanic male students, students with lower average incoming high school GPAs, and those who increased their 11th to 12th grade achievement. Receiving DREAM aid significantly increased the average number of units attempted and completed and, in some cases, improved persistence and attainment outcomes. Undocumented students receiving aid achieved at similar levels as U.S. citizen peers receiving aid and better than their undocumented peers not receiving aid.
Journal Article
A Typology of State Financial Aid Grant Programs Using Latent Class Analysis
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.
Journal Article
Determinants of persistence and the role of financial aid
This article explores the determinants of persistence in the Chilean higher education system, considering academic and socio-demographic factors as well as the role of financial aid. The financial aid policy for students in Chile has undergone major changes over the last decade, which has allowed individuals from usually underrepresented income groups to enroll in higher education institutions. This analysis combines information from four public administrative agencies, obtaining a sample of over 75 % of all high school graduates for the period 2007-2010. Methods include descriptive statistics, logistic regression and propensity score matching (PSM). Both continuous persistence and reentry were studied at the system and at the institutional level for all four cohorts. Descriptive results show that short- and long-term dropout rates at the system level are high, and dropout rates are even higher at the level of institutions. Findings from the PSM show that the non-subsidized state loan is the instrument that displays the strongest correlation with persistence and it holds homogeneously across students from different socioeconomic groups. Among grants, we find consistently positive effects of need-based grants targeting low-income students attending technical institutions. We provide educational policy recommendations based on our findings. (HRK / Abstract übernommen).
Journal Article
How Have FAFSA Submissions Differed During COVID-19?
We examine changes in California's FAFSA (Free Application for Federal Student Aid) applications during the COVID-19 crisis. There was little change in applications for high school graduates due to an early deadline for state aid. After the deadline—from early March to mid-August—FAFSA applications of potential college freshmen declined 14%, relative to prior years. Although there were initial declines in applications among more experienced undergraduates and graduate students, these quickly rebounded and were 8% higher relative to prior years. FAFSA applications increased more in counties that had larger increases in unemployment insurance claims but declined more in zip codes that were lower income or were more heavily Black and Hispanic.
Journal Article
Editor's Note
The National Student Clearinghouse Research Center (2024) reported that 44 states saw enrollment growth last year, which included growth in freshmen, community college students, dual-enrolled high school students, and graduate enrollment. Randy Weber, president at Rogue Community College, writes about how community college presidents can embed SEM into mission fulfillment by emphasizing the importance of setting a vision, ensuring adequate resources, and fostering collaboration by leveraging data-driven strategies and continuous improvement. Gail Ledezma introduces us to a quantitative study, conducted from applicants to a California community college campus, that explores the predictive factors associated with students' likelihood of melting.
Journal Article