Beyond FASFA Completion

Autor/inn/en	Castleman, Ben; Page, Lindsay
Titel	Beyond FASFA Completion
Quelle	In: Change: The Magazine of Higher Learning, 47 (2015) 1, S.28-35 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-1383
DOI	10.1080/00091383.2015.996089
Schlagwörter	Student Loan Programs; Student Financial Aid; Financial Aid Applicants; Federal Aid; Counseling Services; Admissions Counseling; Computer Mediated Communication; Handheld Devices; Access to Education; Guidelines; Change Strategies; High School Seniors; College Students; Academic Persistence; Grantsmanship; Information Sources; Counseling Techniques + Suchen Sie Ihr Suchwort? Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Antragsteller; Computerkonferenz; Education; Access; Bildung; Zugang; Bildungszugang; Richtlinien; Lösungsstrategie; Collegestudent; Information source; Informationsquelle; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode
Abstract	The Free Application for Federal Student Aid (FAFSA)--which students must complete to qualify for most federal, state, and institutional financial aid--is a gateway to college through which many students must pass, particularly those from low- to moderate-income households (King, 2004; Kofoed, 2013). Yet given the complexity of the application-which requires students and families to provide an array of information about their income, assets, and family composition-that gateway acts as a substantial barrier for many of those students (Bettinger et al., 2012; Dynarski & Scott-Clayton, 2006). This recognition has catalyzed a variety of efforts to provide students with additional information about and assistance with the financial-aid process. These include the US Department of Education's (UDOE's) FAFSA Completion Pilot, which provides school districts with real-time information about individual students' FAFSA completion status; the privately funded College Goal Sunday, which offers students across the country individualized assistance with FAFSA completion; and interventions to integrate the FAFSA application into the income-tax-return process (Bettinger et al., 2012). Given the complexity of tasks related to successfully completing the FAFSA and verifying income and assets if they are required to do so pose substantial barriers to college access for low-income students. This article describes the use of text messaging--currently students' preferred mode of communication--as a way to provide them with personalized, college-related information; prompt them to complete financial-aid and other required tasks by important deadlines; and invite them to request one-on-one assistance from a counselor or advisor if they need help. Though each text is only 160 characters long, the messages operate through a variety of powerful behavioral channels to encourage students to take action on important college-related tasks. First, the messages can alleviate the confusion students have about the tasks they are required to complete over the summer by delivering task-related information in consolidated and just-in-time bursts throughout the summer. Second, the messages can address students' tendency to procrastinate in the face of onerous tasks by prompting them to focus on completing important ones (e.g., registering for orientation) in the moment. Finally, by inviting students to write back if they need assistance, the texts help minimize barriers to students' accessing professional advising when they need help. Recommended guidelines for educators and policy makers are included. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01