Education Tax Credits: A Different Trajectory for Federal Funding of Higher Education and Remediation for Effectual Policymaking

Autor/in	Bartel, Anna C.
Titel	Education Tax Credits: A Different Trajectory for Federal Funding of Higher Education and Remediation for Effectual Policymaking
Quelle	In: Journal of Student Financial Aid, 49 (2020) 3, Artikel 1 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-9153
Schlagwörter	Educational Finance; Tax Credits; Federal Aid; Higher Education; Educational Policy; Policy Formation; College Enrollment; Federal Government; Expenditures; Educational Attainment; Educational Legislation; Federal Legislation; Federal Programs; Student Financial Aid + Suchen Sie Ihr Suchwort? Bildungsfonds; Steuerermäßigung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politics of education; Bildungspolitik; Politische Betätigung; Bundesregierung; Ausgaben; Bildungsabschluss; Bildungsgut; Bildungsrecht; Schulgesetz; Bundesrecht; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung
Abstract	Education tax credits provide federal financial aid to a wide expanse of American taxpayers; however, little research or analysis has been done on these costly programs. There has been little evidence of its link to college enrollment growth. This descriptive paper outlines the establishment of education tax credits, their original intent, and the lack of evidence of effectual federal policy over the past two decades. Thus, the purpose of this article is to assess how the federal government has reached an $18.9 billion annual expenditure for education tax credits with little to show in returns on investment. Further, this paper will provide recommendations needed to increase education tax policy efficacy. Since tax rewards reach more recipients than other forms of federal aid programs, they have the potential to increase college enrollment and educational attainment while providing liquidity-constrained individuals with greater incentive to enroll, persist, and graduate. If evaluated and remediated, education tax credits could positively affect the diversity of college populations, providing additional opportunities for desiring, potential students. (As Provided).
Anmerkungen	Center for Economic Education at the University of Louisville. Porter Building, 1905 South 1st Street, Louisville, Ky, 40292. e-mail: jsfa@louisville.edu; Web site: https://ir.library.louisville.edu/jsfa/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01