Simplifying and Modernizing Pell Grants to Maximize Efficiency and Impact

Autor/in	Scott-Clayton, Judith
Institution	Urban Institute
Titel	Simplifying and Modernizing Pell Grants to Maximize Efficiency and Impact
Quelle	(2017), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tuition Grants; Federal Aid; Efficiency; Higher Education; Educational Change; Financial Policy; Student Financial Aid; Eligibility; Grantsmanship; Cost Effectiveness; Federal Programs; State Programs; Financial Aid Applicants; Change Strategies; Job Simplification + Suchen Sie Ihr Suchwort? Tuition; Grants; Unterricht; Finanzielle Beihilfe; Effectiveness; Effektivität; Wirkungsgrad; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsreform; Fiscal policy; Finanzpolitik; Studienfinanzierung; Studienförderung; Eignung; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Regierungsprogramm; Antragsteller; Lösungsstrategie
Abstract	The federal role in higher education has grown over the past two decades, and now a new administration has the opportunity to strengthen policies that support students and their colleges and universities. To help inform these decisions, the Urban Institute convened a bipartisan group of scholars and policy advisers to write a series of memos highlighting some of the most critical issues in higher education and recommending policy solutions. This memo suggests reforming federal student aid by simplifying the eligibility and application process, removing incentives that slow progress toward completion, and leveraging low-cost guidance services to help students make the most of their awards. [This is part of the "Memos to Congress and the Administration on Higher Education" collection. For a summary of the memos, see "A Principled Federal Role in Higher Education" (ED578885).] (As Provided).
Anmerkungen	Urban Institute. 2100 M Street NW, Washington, DC 20037. Tel: 202-261-5687; Fax: 202-467-5775; Web site: http://www.urban.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01