Defining Merit: The Impact of Award Structure on the Distribution of Merit Aid

Autor/inn/en	Kash, Jeffery P.; Lasley, Scott
Titel	Defining Merit: The Impact of Award Structure on the Distribution of Merit Aid
Quelle	In: Journal of Student Financial Aid, 39 (2009) 1, S.30-40 (11 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-9153
Schlagwörter	Awards; Grade Point Average; Standardized Tests; Academic Achievement; Multivariate Analysis; White Students; Student Financial Aid; Merit Scholarships; Recognition (Achievement); Scholarship Funds; State Aid; Student Characteristics; High School Students; Racial Differences; Institutional Characteristics; Program Effectiveness; Paying for College; Low Income Groups; At Risk Students; Minority Groups; Kentucky + Suchen Sie Ihr Suchwort? Award; Auszeichnung; Standadised tests; Standardisierter Test; Schulleistung; Multivariate Analyse; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Leistungsvergütung; Soziale Anerkennung; Bundesausbildungsförderungsgesetz; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Rassenunterschied; Ethnische Minderheit
Abstract	The Kentucky Education Excellence Scholarship (KEES) is a merit-based scholarship program intended to increase college access, long-term academic commitment, and retention of top students within the state. KEES uses a heavily graduated award structure and both high school grade point average and standardized test scores to establish award amounts. Using school-level data, this study applied means tests, correlation, and multivariate analysis to examine the relationship between the demographic composition of high schools and the amount and number of KEES awards received. KEES was found to be regressive, and that regressivity is compounded by its graduated structure. Students from higher socioeconomic status schools, from schools with more Caucasian students, or from schools with more females received a higher proportion of KEES awards, in larger amounts, than those from other schools. The source of KEES funding was also found to be regressive: the more successful the program, the greater the strain on its static lottery revenue funding. Because awards are not indexed to inflation, their impact on college affordability diminishes as education costs rise. Recommended steps for addressing regressivity in the KEES program, including clearly defining the program's primary goal and introducing a need-based component, are discussed. (Contains 4 footnotes, 5 tables, and 1 figure.) (As Provided).
Anmerkungen	National Association of Student Financial Aid Administrators. 1101 Connecticut Avenue NW Suite 1100, Washington, DC 20036. Tel: 202-785-0453; Fax: 202-785-1487; e-mail: membership@nasfaa.org; Web site: http://www.nasfaa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10