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Descriptors:
Academic Persistence; Student Financial Aid; Community Colleges; Two Year College Students; College Freshmen; Part Time Students; Graduation; School Holding Power; Higher Education; Financial Aid Applicants; Need Analysis (Student Financial Aid); Paying for College; Predictor Variables; Demography; Cultural Capital; Social Capital; Multivariate Analysis; Regression (Statistics)

Abstract:
In 2007-2008, approximately 42% of community college students who were eligible to receive Pell grant funding did not file the Free Application for Federal Student Aid (FAFSA). Using data from the Beginning Postsecondary Student Study, this study examined the relationship between FAFSA filing status and persistence from the fall to spring semesters among first-year community college students. Results indicate that when controlling for other relevant predictors of persistence, filing a FAFSA was associated with higher odds of within-year persistence among all students and was particularly strong for the restricted sample of students enrolled part time. The implications of these findings are discussed in light of the national completion agenda and recent calls to improve the utilization of financial aid among community college students. (Contains 2 tables, 1 figure and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Military Personnel; Dependents; Paying for College; Federal Government; Veterans; Federal Legislation; Spouses; Fringe Benefits; Educational Finance; Public Policy; Costs; Program Descriptions

Abstract:
As a new GI Bill moved through Congress in 2008, a handful of influential politicians grew concerned. Would such a generous education program trigger an exodus of service members during two wars? At the Pentagon's urging, the lawmakers proposed a fix: Give troops the option to transfer their benefits to a child or spouse. That policy quickly proved to be one of the most popular provisions associated with the Post-9/11 GI Bill. In 2009, when the law took effect, the Department of Defense announced that in exchange for four more years of service, education benefits could be passed on. In the following year, dependents of service members and veterans--most of them children--represented a fifth of the half-million users of the GI Bill. Service members, veterans' groups, and politicians laud the policy as a well-deserved benefit for military families, many of which have endured the strain of multiple deployments during a period of protracted conflict. That comes at a cost: The Department of Veterans Affairs has spent just shy of $26-billion on the Post-9/11 GI Bill; over the program's life span, it is projected to cost $90-billion. Given such investment, some educators have questioned whether the children of high-ranking officers in particular should benefit from the related Yellow Ribbon Program, which gives some GI Bill recipients even more aid--pledged by participating colleges and matched by the federal government. Of the 900,000 people who have pursued college or technical training on the Post-9/11 GI Bill so far, the VA has not shared what proportion, over all, are dependents. And it does not track whether transferred benefits are more common among officers or the enlisted ranks. But dependents are apparently getting a boost--from not only the GI Bill and Yellow Ribbon Program, but also a patchwork of related policies at the state and campus levels. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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College Students; Student Employment; Paying for College; Human Body; Dance; Interpersonal Relationship; Social Isolation; Purchasing; Ethics; Services; Sexuality; Pharmacology; Biomedicine

Abstract:
The sale of bodily goods or services--"body commodification"--is nothing new among college students. But strides in medical technology, the encroachment of market values on all facets of life, and the reach and culture of the Internet have combined to create a fertile environment for people who want or need to exploit the value of their skin or what lies beneath it--including students struggling to cover the rising cost of college in this sluggish economy. Students sell plasma, take requests to perform custom erotic acts on Web cameras, or offer themselves as guinea pigs in paid drug trials. A master's student in Penfield, New York, says she was kicked out of her social-work program last June for snuggling with strangers--no sex allowed--for $60 an hour. A handful of Web sites, like SeekingArrangement.com, promise introductions to young and attractive men and women--often students--for "mutually beneficial relationships." An advertisement in campus newspapers at three elite colleges offers $35,000 for the eggs of a young woman with an SAT score above 1400. And though no one in the United States is openly selling kidneys from live donors, Santa Clara University's Markkula Center for Applied Ethics started receiving inquiries from financially desperate people after it posted an article on its Web site in 1998 exploring the ethical issues that would surround such a market. When the economy tanked, staff members saw a surge in letters like this one: "I just read your information about how many people need a kidney. I would like more information about it and how I could sell one of my kidneys to your university because I really need money. I want to go to college, but it's really expensive." The shifting terrain of body commodification has prompted scholars to take a renewed look at how similar behaviors are socially and morally classified in starkly different ways, depending on who is involved, how much power they have, and how the transaction is carried out. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Financial Aid; Income; College Freshmen; Paying for College; Public Colleges; Selective Admission; Private Colleges; Costs

Abstract:
We examine college affordability under the existing pricing and financial aid system that awards both non need-based and need-based aid. Using data of freshmen attending a large number of selective private and public colleges in the USA, we find that the prices students actually pay for college have increased over time. Need-based grant aid has not kept pace with the substantial increases in non need-based aid. Most importantly, although low-income students received more subsidies than higher-income students, the existing financial aid system does not provide enough affordability to needy students. Nonetheless, the deficiency cannot be attributed to the increases in non need-based aid. (Contains 5 tables, 4 figures and 21 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Student Financial Aid; Paying for College; Federal Government; Costs; Internet; Tuition; Information Sources; Educational Attainment; Information Needs; Family Needs

Abstract:
Families flummoxed about what college will cost them have more information at their disposal than ever before. The Internet offers tuition data, advice on saving and borrowing, and explanations of financial aid. New online calculators let families estimate their bottom-line price at any college. But not all the information out there is easy to make sense of, and some of it's no good. A big push from the federal government to provide better consumer information has not created better-informed consumers. Families have more information than ever before, but no more clarity about the eventual cost of a diploma. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Grade Point Average; College Attendance; Student Attitudes; Paying for College; Parent Financial Contribution; Graduation Rate; Probability; Student Characteristics; Financial Support; College Students; Family Income; Socioeconomic Status; Educational Attainment; Family Structure; Racial Differences

Abstract:
Evidence shows that parental financial investments increase college attendance, but we know little about how these investments shape postsecondary achievement. Two theoretical frameworks suggest diametric conclusions. Some studies operate from a more-is-more perspective in which children use calculated parental allocations to make academic progress. In contrast, a "more-is-less" perspective, rooted in a different model of rational behavior, suggests that parental investments create a disincentive for student achievement. I adjudicate between these frameworks, using data from nationally representative postsecondary datasets to determine what effect financial parental investments have on student GPA and degree completion. The findings suggest seemingly contradictory processes. Parental aid decreases student GPA, but it increases the odds of graduating--net of explanatory variables and accounting for alternative funding. Rather than strategically using resources in accordance with parental goals, or maximizing on their ability to avoid academic work, students are satisficing: they meet the criteria for adequacy on multiple fronts, rather than optimizing their chances for a particular outcome. As a result, students with parental funding often perform well enough to stay in school but dial down their academic efforts. I conclude by highlighting the importance of life stage and institutional context for parental investment. (Contains 26 notes, 6 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Parent Attitudes; Paying for College; Higher Education; Money Management; Parent Financial Contribution; Family Financial Resources; Parent Responsibility; Economic Factors; Motivation; Family Income; Racial Differences; Ethnicity; Student Loan Programs; Grants; Goal Orientation

Abstract:
Sallie Mae has conducted an ongoing study, "How America Pays for College," annually since 2008. Through that study, the researchers are able to provide a clearer picture of how the typical American undergraduate is paying for college today. This report is the third in the "How America Saves for College" series conducted since 2009. Interviews took place in August 2012 with a nationally representative sample of more than 1,600 parents. Sallie Mae's "How America Saves for College 2013" shows American families overwhelmingly expect their children to attend college and that most parents are optimistic about their ability to save for it. It also shows that anticipated savings often don't tie to the amount that families are currently saving, nor meet with the reality of the cost of college. Families who have set a savings goal for themselves plan to save close to $39,000 for each child's college education costs. When asked another way, parents who are saving plan to save about 32 percent of the future cost of college. Based on families' current savings behaviors, actual savings will amount to about half their goal amount. (Contains 10 figures, 54 tables, and 10 footnotes.) [For 2010 report, see ED540411.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (2262K)

Descriptors:
Higher Education; Educational Attainment; Ethnicity; High School Graduates; Graduation Rate; Barriers; Access to Education; Family Income; Racial Differences; White Students; African American Students; Hispanic American Students; Asian American Students; Pacific Islanders; American Indians; Mathematics Achievement; Reading Achievement; Scores; College Preparation; Paying for College

Abstract:
National and regional trends mask important variation among states in the supply of high school graduates. This profile provides brief indicators for Florida related to: current levels of educational attainment, projections of high school graduates into the future, and two common barriers to student access and success--insufficient academic preparation and inadequate finances. This paper contains the following: (1) Educational Attainment by Race/Ethnicity; (2) Production of High School Graduates; (3) Public High School Graduates by Race/Ethnicity; (4) Composition of Public High School Graduates by Race/Ethnicity; (5) Composite Math and Reading Scores by Race/Ethnicity; and (6) Annual Income by Race/Ethnicity. (Contains 3 endnotes.) [For the complete report, "Knocking at the College Door: Projections of High School Graduates," see ED540129.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (565K)

Descriptors:
Higher Education; Educational Attainment; Ethnicity; High School Graduates; Graduation Rate; Barriers; Access to Education; Family Income; Racial Differences; White Students; African American Students; Hispanic American Students; Asian American Students; Pacific Islanders; American Indians; Mathematics Achievement; Reading Achievement; Scores; College Preparation; Paying for College

Abstract:
National and regional trends mask important variation among states in the supply of high school graduates. This profile provides brief indicators for Wisconsin related to: current levels of educational attainment, projections of high school graduates into the future, and two common barriers to student access and success--insufficient academic preparation and inadequate finances. This paper contains the following: (1) Educational Attainment by Race/Ethnicity; (2) Production of High School Graduates; (3) Public High School Graduates by Race/Ethnicity; (4) Composition of Public High School Graduates by Race/Ethnicity; (5) Composite Math and Reading Scores by Race/Ethnicity; and (6) Annual Income by Race/Ethnicity. (Contains 3 endnotes.) [For the complete report, "Knocking at the College Door: Projections of High School Graduates," see ED540129.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (563K)

Descriptors:
Higher Education; Educational Attainment; Ethnicity; High School Graduates; Graduation Rate; Barriers; Access to Education; Family Income; Racial Differences; White Students; African American Students; Hispanic American Students; Asian American Students; Pacific Islanders; American Indians; Mathematics Achievement; Reading Achievement; Scores; College Preparation; Paying for College

Abstract:
National and regional trends mask important variation among states in the supply of high school graduates. This profile provides brief indicators for Indiana related to: current levels of educational attainment, projections of high school graduates into the future, and two common barriers to student access and success--insufficient academic preparation and inadequate finances. This paper contains the following: (1) Educational Attainment by Race/Ethnicity; (2) Production of High School Graduates; (3) Public High School Graduates by Race/Ethnicity; (4) Composition of Public High School Graduates by Race/Ethnicity; (5) Composite Math and Reading Scores by Race/Ethnicity; and (6) Annual Income by Race/Ethnicity. (Contains 3 endnotes.) [For the complete report, "Knocking at the College Door: Projections of High School Graduates," see ED540129.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (562K)