Student Aid Research Articles

Prep your campus for the opportunity to offer Pell Grants to incarcerated students

Earlier this year, the U.S. Department of Education announced that it will reinstate Pell Grant eligibility for incarcerated students, starting with the 2023–2024 academic year, reversing a 1994 decision that barred incarcerated people from accessing Pell funds. That decision came with the passage of the Free Application for Federal Student Aid Simplification Act and will go into effect July 1, 2023. Findings by the Prison Policy Institute found that restoring Pell Grant access could make approximately 463,000 people eligible for free college courses.

Through the Gate: Mapping the Transfer Landscape and Understanding What Students Say Builds Their Capacity for Transfer

ABSTRACT Educational practitioners, researchers, and policymakers have focused on increasing community college transfer rates as an equity strategy for improving social and economic mobility among historically underserved populations. While there is a vast amount of research on students who have successfully transferred, there is limited evidence base on the experience of community college students who are on the verge of this transition. This study employed a mixed-methods design to map California’s transfer landscape and understand what factors facilitate or hinder students’ capacity to transfer to a university successfully. Findings reveal a missed opportunity: between 2010 and 2015, over one-third (N = 292,556) of California community college students did not make it “through the gate” to a university within six years – even though they had met most or all of their transfer requirements. Subsequent student surveys and interviews revealed four critical factors for building students’ transfer capacity and helping them reach their goals of a baccalaureate degree and economic and social mobility for themselves and their families: university affordability, school-life balance, pathway navigation, and support network. This article discusses implications and future research considerations for leveraging these findings to support equity and transfer success efforts.

The Unintended Consequences of Federal Direct Student Aid After Five Decades of Practice

The Unintended Consequences of Federal Direct Student Aid After Five Decades of Practice

Policy Forum: Tax Expenditures—Lessons from the Elimination of Ontario's Tuition and Education Tax Credits

Stanley Surrey and others have highlighted tax expenditures as being hidden forms of spending that can evade the type of analysis and scrutiny applied to direct spending programs, allowing inefficient and inequitable programs to persist. But there is only limited empirical evidence on differences in the persistence of similar programs in a tax measure compared to a direct spending form. The conversion of Ontario's education and tuition tax expenditures into a direct form of spending via the existing student aid program provides an interesting case study. As discussed in this article, although the tax credits had never been the subject of a value-for-money audit, the student aid program was reviewed in 2018 shortly after the changeover, to hearty criticism of its distributional effects despite its being less regressive than the tax credit versions. This led to substantial cuts in the program, in line with views on the persistence of tax expenditures.

Does student aid make a degree more likely? Evidence of the permanence scholarship program from survival models

The Permanence Scholarship Program (PSP) is one of the main Brazilian student assistance policies, aiming to prevent low-income students from dropping out of higher education, by providing them with financial aid. This article analyzes the effects of PSP for students from private higher education institutions on the time of completion and rate of degree obtention. Survival analysis associated with propensity score matching was used, based on data from the higher education census between 2010 and 2017. Students included in the program, from the 4th year onwards, are at lower risk of evasion, have greater probability of graduation, and complete the studies in less time than those not in the program, even if it does not happen within the regulatory deadline. Academic scholarship holders, older and female students are more likely to complete the course. Therefore, the PSP fulfills its role in reducing dropout and time to graduation.

News/Resources

Dean and ProvostVolume 24, Issue 3 p. 2-2 News/Resources News/Resources First published: 18 October 2022 https://doi.org/10.1002/dap.31106Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Abstract Survey reveals racial divide in doctoral debt Federal student aid benefits white families Michigan finalizes abuse settlement Conservative legal foundation sues Biden over debt relief University of California offers new admission path Volume24, Issue3November 2022Pages 2-2 RelatedInformation

ACVR and ECVDI consensus statement for the standardization of the abdominal ultrasound examination.

This consensus statement is designed to provide a standard of care document and describes the ACVR and ECVDI definition for performing a standard abdominal ultrasound examination in dogs and cats. The ACVR and ECVDI define a standard abdominal ultrasonographic examination as a complete exam of the abdominal organs which is appropriately documented. The consensus statement intends to provide guidance to veterinary sonographers and veterinarians for the performance and documentation of high-quality diagnostic ultrasound examination. The document may also serve as a teaching aid for veterinary students, veterinarians, and residents in diagnostic imaging who seek proficiency in diagnostic ultrasound. Finally, it may serve an additional role in educating the public as to what a high-quality abdominal ultrasound examination should entail.

When Free Ain’t Really Free: The Hidden Barriers of the Free Application for Federal Student Aid

A completed Free Application for Federal Student Aid (FAFSA) serves as an objective and neutral form required for all individuals who plan to attend college. The social barriers that the application produces and reinforces are all but objective. The application collects information and sorts students into groups based on their responses to questions regarding citizenship, race, gender, marital status, the income of parents, and convictions; and distributes or restricts financial resources based on group membership. The intersection of low socioeconomic status combined with experience in the criminal justice system, which disproportionately arrests and charges people of color (Butler, 2017; Brown, Lane, & Rogers 2002) exacerbates gaps in FAFSA completion rates. While college completion exists as a mitigating factor that combats intergenerational reproduction in the criminal justice system, minority youth who are disproportionately impacted by the criminal justice system continuously face challenges accessing higher education. The FAFSA serves as the indicator of financial status since it assigns a score indicating to colleges and universities how much families are expected to contribute. The sorting function serves as a barrier to postsecondary education because it does not consider how these groupings affect the chances and choices of the applicant. The language as well as policies such as the Drug-Free Student Aid Provision are deterrents for people of color who bear the social burden of the label convict. Adding to the body of research on the FAFSA, this study examines the use, effects, and function of its written language, particularly question 23. A discourse analysis of the wording of question 23 on the FAFSA reveals the maintenance of a racialized social hierarchy that hinders access to educational opportunity through practice, process, and policy. This finding suggests that access to postsecondary education is not as accessible as the mainstream messages that resonate with prevailing discursive themes.

THE 75TH ANNIVERSARY OF CHUNDAK STEPAN YURIYOVICH

S.Yu. Chundak born on March 30, 1947 in the village of Stripa. In 1965 he entered the first year of the chemical faculty of Uzhhorod National University, which graduated in 1970. During 1970-1974 he studied at postgraduate studies. In 1977 defended his dissertation for the degree of a candidate of chemical sciences, in 1988 he received the title of assistant professor. In 1996 he defended his dissertation for the degree of a doctor of chemical sciences, in 1998 he received the academic rank of professor. During 1992-2001 he worked as the head of the department of analytical chemistry, 2001-2020 – head Department of Ecology and Environmental Protection of Uzhhorod National University, since 2020, he has professor this Department. He is a specialist in coordinating chemistry, chemical engineering and ecology. Under his scientific guidance, 4 candidate dissertations and one doctoral dissertation are protected. Has more than 250 publications in professional international and national scientific publications, is the author of 16 patents for inventions and more than 30 educational and methodological aids for students of higher educational establishments.

Student Aid, Higher Education, and Long-Run Health

Student Aid, Higher Education, and Long-Run Health

IMPROVING STUDENTS’ SPEAKING SKILL THROUGH VISUAL AIDS IN THE SECOND YEAR STUDENTS OF ENGLISH EDUCATION DEPARTMENT STATE ISLAMIC UNIVERSITY OF ALAUDDIN MAKASSAR

This research was an experimental research. This research aimed to find out the improvement of students’ speaking skills with a research objective; to find out the improvement of Students’ Speaking Skills by using visual aids in the Second Year Students of the English Education Department State Islamic University of Alauddin Makassar. The visual aids that the researcher used in this research were pictures and videos. This research was conducted at English Education Department State Islamic University of Alauddin Makassar the second-year students. In this research, the population was 101 students in the second year of EED. The sample was 50 students. There were 25 students in EED A as an experimental group and 25 students in EED B as a control group. The instrument that the researcher used in this research to collect data were speaking tests. The data were analyzed quantitatively using SPSS 23.0 version. The findings of the research showed that the use of visual aids was able to improve students’ speaking skill in the Second Year Students of English Education Department State Islamic University of Alauddin Makassar.

News/Resources

News/Resources

Financial Aid Nudges: A National Experiment With Informational Interventions

Despite high prices, many college students do not re-file the Free Application for Federal Student Aid (FAFSA) or file late, making college less affordable. Low-cost technological interventions delivering personalized information and/or advising may improve refiling and academic outcomes, but questions remain regarding the efficacy of this approach at scale. This multi-pronged randomized experiment tested informational and framing text message interventions for a national sample of approximately 10,000 undergraduates. The text outreach caused earlier FAFSA re-filing for some students. However, gains in re-filing during the active intervention period were not sustained after the intervention concluded and did not translate into additional federal financial aid or improved postsecondary persistence or attainment. Implications for the scaling and targeting of nudging are discussed.

What Students Say About the Flipped Classroom

Flipped classroom is a teaching model that has become popular because it improves learning and student satisfaction. However, the perception of some teachers is not unanimous and there is no agreement on what factors make this model work. In this paper we analyse the opinions of our students collected over the last six years in which we have applied the flipped classroom, with the intention of studying the reasons they give for considering it a better methodology than the traditional lecture class. The opinions, collected through a survey, confirm that the flipped classroom is effective only if it is designed and implemented properly, i.e. providing good resources, making a good design of the activities, and using the class to solve doubts, receive feedback and deepen what has been learned. Feedback from the two courses affected by the pandemic, where classes were conducted online, indicates that this methodology is robust and easily adaptable to online teaching.

Price Discrimination and Public Policy in the US College Market

Abstract In the US, the federal government grants colleges access to a student’s Free Application for Federal Student Aid (FAFSA) which facilitates substantial price discrimination. This article is the first to estimate the consequences of allowing colleges to use the FAFSA in their pricing decisions. I build and estimate a structural model of college pricing and simulate counterfactuals wherein some or all of the FAFSA information is restricted. I find that if FAFSA information were restricted, 13$\%$ of students attending elite colleges would be inefficiently priced out of the elite market. Nevertheless, student welfare would rise as colleges charged the majority of students lower prices. Colleges do use the FAFSA to transfer resources from high- to low-income students on average, but this redistribution is highly imprecise: allowing colleges to use the FAFSA harms one-third of low-income students while one in seven high-income students actually benefit.

A tenacious population: supporting former foster youth in higher ed

PurposeThe purpose of this exploratory paper is to define the characteristics of foster youth, discuss the impacts of trauma on their lives, present results from a foster youth survey conducted at a university in the Midwest to assess the needs of former foster youth and discuss the ways universities can support this vulnerable population of students. Several themes emerged from the study. The financial need emerged at the top. The number of essential needs was striking. For example, more than half of the respondents did not have their basic needs met. These needs included food, medical/dental services, clothing and transportation needs.Design/methodology/approachFaculty researchers who were part of a university task force developed a survey to assess the needs of former foster youth who were enrolled in classes at the time that this research was conducted. The survey was developed and disseminated through Qualtrics, a software that distributed survey links via email in a confidential manner. The survey consisted of a variety of general questions related to participants’ background and demographic information, as well as the specific needs and services that they were interested in receiving. The survey was sent out one-time peer week for three weeks in the late fall semester.FindingsFindings indicated that 9% of respondents (n = 4) ranked the greatest areas of need as being financial assistance for school supplies, medical/dental care and financial aid advice. Similarly, 7% of respondents (n = 3) expressed the greatest needs as being affordable housing, housing during semester breaks, financial support for a laptop, financial counseling, counseling services, emergency financial assistance and internship and career counseling.Research limitations/implicationsLimitations of this research include the use of a small and homogenous participant sample size, with data collected from one university campus. Therefore, results do not necessarily generalize elsewhere and replication is necessary for other geographical regions that include additional participants from varying backgrounds. Because data were not collected from a control group of nonfoster students, it is also unknown whether the identified student needs from this research substantially differ from the general population.Practical implicationsAll students do not need the same support, so a menu of services should be provided. These services could include care packages that include basic academic necessities (e.g., laptops, school supplies, book vouchers, health and beauty supplies), financial literacy training, mentorship opportunities, a one-credit course on independent living skills, providing connections to community resources (e.g., childcare, housing, employment) and targeted advising for this specific student population, many of which who are from the first generation and low-income backgrounds. Another opportunity is to provide, possibly mandate, professional development for faculty and staff on the characteristics and needs of these vulnerable students.Originality/valueInstitutions have an opportunity, and arguably an obligation, to identify these students as early as possible. This can be done through collaboration with state human service departments, high school counselors and using demographic data found in the Free Application for Federal Student Aid form. Recruiting, retaining and supporting this population of students are critical because many have needs similar to other marginalized populations that the authors are so intensely focused on.

Mechanism of Pediatric Shock and the Stepney Analogy

Shock is a common paediatric emergency. A deep understanding of its mechanism is important for a favorable outcome. Use of analogy can be a useful teaching tool. The stepney (spare wheeled-tire) is a widely known accessory in a motor vehicle. It serves as a temporary replacement for regular tires in emergency situations. Such a role is similar to the compensatory phase of shock. The stepney analogy would be a useful learning aid for medical students and resident medical doctors. It would facilitate the understanding of shock pathophysiology and the need for prompt intervention.

Learning media development of the cheap skin-based model for medical faculty students at Tadulako University

A model is a learning media that is used instead of the real human body to increase students' knowledge and can also practice medical skills, which are impossible to apply to real patients. Learning using models is the first order in learning clinical skills before students proceed to the next stage, namely practicing with friends and the last one is going directly to the community. The purpose of this study was to design, create and analyze a skin model made from cheap raw materials like wood so that it can be used as a learning aid at the Faculty of Medicine, Tadulako University. This research applied a qualitative approach with the Research and Development method. The sampling technique as the informant was taken through purposive sampling. The informants consisted of a dermatologist and sex expert, a medical education expert, and a histology lecturer. Data was collected through in-depth interviews and observation. Data analysis was carried out by analyzing the opinions of the informants using questionnaires to help guide the interview. The cheap leather model shows a fairly realistic mannequin shape with colors that can distinguish each layer and can be used as a learning aid for students in the histology department. Learning media development of the cheap leather model shows a fairly realistic mannequin shape with colors that can distinguish each layer and can be used as a learning aid for students in the histology department.

Uncapped education‐related benefits for student‐athletes can impact their federal student aid

In the wake of NCAA v. Alston, student‐athletes’ education‐related benefits may impact the amount of federal student aid that college student‐athletes can receive.

Information framing effects on students’ support towards equitable financial aid for undocumented students

College students’ understanding of university policies holds great implications for inequity in education because it can influence their support of other minoritized students’ demands for more equal opportunities within their institutions. One factor that can affect this understanding is the framing of the policy of interest. This study examines the effect of group-focused frames (in-group advantage/out-group disadvantage) and legitimacy frames (legitimate/illegitimate inequality) on students’ support for equitable distribution of resources. After reading a text about the Pell Grant in one of the above four frames, undergraduate university students were asked about their intent to support changing the policy to allow undocumented student eligibility. Compared to reading an “out-group disadvantage/illegitimate” frame, which has been shown to predict support for the out-group, reading an “in-group advantage/legitimate” and an “out-group disadvantage/ legitimate” frame lowered students’ likelihood of supporting policy change while reading an “in-group advantage/illegitimate” frame did not show a difference. Results differed when we suggested policy change could decrease students’ group and personal financial aid and when we controlled for student demographics, employment and financial aid recipiency. We discuss implications for our understanding on how to best present information to advantaged students when advocating for equal opportunities.