Trends in Student Aid: California

1997

This report presents data on the amount and types of financial assistance available to help students pay the costs of attending postsecondary institutions in California between 1990-91 and 1995-96, with some trend data going back to 1977-78. Sixteen charts and 12 tables update data on undergraduate student fees for California public colleges and universities; public institution fees as a share of household income; student aid by source; statewide trends in aid; aid to students at public and independent nonprofit institutions; the number of Federal Family Education

1996

This paper provides recent information concerning policies in other states relevant to California's efforts to direct undergraduate students toward in-state private colleges and universities or out-of-state institutions, thus relieving the enrollment burden on the state's publicly supported institutions. The primary database for the analysis is a data file compiled in 1995 on 60 programs in 28 states that provide financial assistance to private colleges and universities or their.students. Half the states have one or more programs that provide state funds directly to independent colleges and universities. Programs in Washington, Virginia, Florida, and Arizona for upper division students are highlighted and the provision of just over $1 billion in need-based state grant aid to undergraduates attending private institutions within their home states in 1994-95 is noted. The 500,000 additional qualified undergraduates predicted by the year 2005, combined with severely constrained financial resources, suggests the need for California to better utilize the 100 plus independent institutions in the state. A program of need-based grants to California undergraduates attending independent institutions in addition to the Cal Grant program which currently provides grants to students in both public and private institutions is suggested. (JLS)

2003

Highlights supplement family and student payments over the decade from 2002-03 to 2012-13, making higher education financially accessible. Increases in total funds are important indicators of the resources being devoted to student assistance. But these figures may create an overly optimistic view of the benefits available to individual students because they do not account for increases in the number of students enrolled in postsecondary education.

The ANNALS of the American Academy of Political and Social Science, 2014

The Future of Children, 2013

In the nearly fifty years since the adoption of the Higher Education Act of 1965, financial aid programs have grown in scale, expanded in scope, and multiplied in form. As a result, financial aid has become the norm among college enrollees. The increasing size and complexity of the nation's student aid system has generated questions about effectiveness, heightened confusion among students and parents, and raised concerns about how program rules may interact. In this article, we review what is known and what is not known about how well various student aid programs work. We find evidence that lowering costs can improve college access and completion, but this general rule is not without exception. For example, the complexity of program eligibility and delivery appears to moderate the impact of aid, and for students who have already decided to enroll, grants that link financial aid to academic achievement appear to boost college outcomes more than do grants with no strings attached. Future research is likely to focus on several issues: the importance of program design and delivery, whether there are unanticipated interactions between programs, and to what extent program effects vary across different types of students. President Lyndon Johnson signed into law the Higher Education Act of 1965, which firmly established the federal government as the primary provider of financial aid for college. In his remarks that day at Southwestern Texas State College, his alma mater, President Johnson said, "To thousands of young men and women, this act means the path of knowledge is open to all that have the determination to walk it…. It means that a high school senior anywhere in this great land of ours can apply to any college or any university in any of the 50 States and not be turned away because his family is poor." 1 In the nearly fifty years that have passed since the Higher Education Act was adopted, college enrollment has expanded dramatically and average aid per student has grown even faster (figure 1). 2 Full-time-equivalent undergraduate enrollment more than doubled, from about 6.2 million in 1971-72 to 14.2 million in 2010-11, while average aid per student more than tripled, from $3,437 to $12,455 (in constant 2010 dollars). The increase in aid per student is driven primarily by the expanding reach of the federal programs, which now flow to a more diverse range of students than was anticipated when the programs were first conceived. The early programs were squarely focused on "traditional" students-young, recent high school graduates enrolled in college on a full-time basis. Federal aid, delivered primarily b the U.S. Department of Education was also focused on students with fairly low incomes. Government aid for students was delivered primarily by the U.S. Department of Education. 4 [ near here]

1998

This report uses text, tables, and figures to analyze the current costs of attending college for undergraduate and graduate students enrolled at four-year public colleges and universities, and is based on data from the College Board's Annual Survey of Colleges. The report also describes trends in tuition and fees for resident undergraduate students from 1989-90 to 1997-98 and suggests some reasons why these costs are increasing. Some of the findings highlighted are: during this period average resident tuition and mandatory fees increased by 7.9 percent annually, while room and board charges grew at a rate of 4.7 percent; the largest percentage increases occurred in the early 1990s, more recent years have shown lower increases; the majority of resident undergraduates at public colleges and universities attend institutions that charge less than $3,000 in tuition and fees; the primary reason for tuition increases is that state appropriations for public higher education declined by 8 percent in inflation-adjusted dollars between 1989-90 and 1995-96; the percentage of undergraduates receiving student financial aid rose from 50 percent to 67 percent during this period.

2014

http://ann.sagepub.com/content/655/1/143 The online version of this article can be found at: DOI: 10.1177/0002716214540849 2014 655: 143 The ANNALS of the American Academy of Political and Social Science Michael K. McLendon, David A. Tandberg and Nicholas W. Hillman Student Financial Aid and Campus Appropriations, 1990 through 2010 Financing College Opportunity: Factors Influencing State Spending on

College Board, 2014

See the Trends in Higher Education website at trends.collegeboard.org for the figures and tables in this report and for more information and data. About the College Board The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of over 6,000 of the world's leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success-including the SAT ® and the Advanced Placement Program ®. The organization also serves the education community through research and advocacy on behalf of students, educators, and schools. For further information, visit www.collegeboard.org. Trends in Higher Education The Trends in Higher Education publications include the annual Trends in College Pricing and Trends in Student Aid reports and the Education Pays series, along with How College Shapes Lives and other research reports and topical analysis briefs. These reports are designed to provide a foundation of evidence to strengthen policy discussions and decisions. The tables supporting all of the graphs in this report, a PDF version of the report, and a PowerPoint file containing individual slides for all of the graphs are available on our website trends.collegeboard.org.

College Board, 2015

As the nation slowly emerges from the Great Recession, the patterns of student aid are returning to the paths they were on before the economy crashed. The federal government, which dramatically stepped up its subsidies to students in 2009-10 and 2010-11, continues to play an expanded role, but not a growing role. Students continue to borrow at levels that are high by historical standards, but that represent a retreat from the soaring debt levels of a few years ago. New data allow a clear focus on the characteristics of students who are most at risk from debt. As Trends in Student Aid 2015 documents, those who do not graduate are particularly vulnerable. Older, independent students, those who take longer to earn their degrees, African-American students, and those who attend for-profit institutions accumulate more debt than others.

1985

The equity and effectiveness of the student financial aid system are considered, as it applies to undergraduates attending public institutions. In addition to evaluating whether aid is targeted to students with the greatest financial needs, attention is directed to the relationship between the receipt of different types of financial aid and dropout rates. One data source is cross-sectional data on 10,200 randomly selected records of aid recipients (weighted to represent national totals) from a sample of public colleges and universities. Information is provided on average awards to students in three need categories for various types of federal, state, and institutional awards. The analysis is supplemented by data on nonaided students from four state-based student surveys of resources and expenditures (i.e., Arizona, California, New York, and Wisconsin). Longitudinal data on a random sample of University of Wisconsin System freshmen provides information on aid utilization during the first 3 years of undergraduate study (1979)(1980)(1981). The following categories of aid are assessed: grants only, loans only, work-study only, grants and loans, grants and work-study, loans and work-study, and all three. Th distribution of the various types of need-based aid to dependen and independent students and to students in four income groups is al o considered. (SW)