Informing Public Policy: Financial Aid and Student Persistence in Public Colleges and Universities. Changing Direction: Integrating Higher Education Financial Aid and Financing Policies.

Institution	Western Interstate Commission for Higher Education, Boulder, CO.
Titel	Informing Public Policy: Financial Aid and Student Persistence in Public Colleges and Universities. Changing Direction: Integrating Higher Education Financial Aid and Financing Policies.
Quelle	(2003), (50 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Educational Attainment; Educational Finance; Grants; Higher Education; Public Colleges; State Aid; Student Characteristics; Student Financial Aid + Suchen Sie Ihr Suchwort? Bildungsabschluss; Bildungsgut; Bildungsfonds; Grant; Finanzielle Beihilfe; Hochschulbildung; Hochschulsystem; Hochschulwesen; Studienfinanzierung; Studienförderung
Abstract	This report examines institutionally and state funded grants to students attending public higher education institutions, using data from a U.S. Department of Education survey to analyze the characteristics of students receiving these grants and changes in use of the grants. It also examines whether institutional and state grant awards are related to student persistence and degree attainment. While the number of institutional grant awards and average award size increased between 1995-1996 and 1999-2000, award size did not keep pace with tuition increases at four-year institutions, although it did at community colleges. Institutional aid in the latter year was much more likely to be awarded without consideration of financial need. Full-time, dependent, and traditional college-aged students were more likely to receive awards, and the awards they received were larger than those given to part-time, independent, and older students. Lower-income students were more likely to receive grants, although the overall size of the grant was larger for middle- and higher-income students. Students in low-aid states were more likely to receive institutional grants. Academic factors were the strongest predictors of whether students successfully navigated their way through college. Institutional grants related to persistence and attainment. Awarding of institutional aid early in a student's career was an important predictor of later persistence or attainment. (SM)
Anmerkungen	Western Interstate Commission for Higher Education, P.O. Box 9752, Boulder, CO 80301-9752. Tel: 303-541-0200; Web site: http://wiche.edu/Policy/Changing_Direction/Pubs.htm.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC