{"title":"Is the Early Promise of Money Enough? Examining High School Students’ College Knowledge and Choice in a Promise Scholarship Program","authors":"T. Reavis","doi":"10.55504/0884-9153.1728","DOIUrl":"https://doi.org/10.55504/0884-9153.1728","url":null,"abstract":"","PeriodicalId":53969,"journal":{"name":"Journal of Student Financial Aid","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73557961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Meredith S. Billings, Ashley B. Clayton, Rachel Worsham
{"title":"FAFSA and Beyond: How Advisers Manage Their Administrative Burden in the Financial Aid Process","authors":"Meredith S. Billings, Ashley B. Clayton, Rachel Worsham","doi":"10.55504/0884-9153.1737","DOIUrl":"https://doi.org/10.55504/0884-9153.1737","url":null,"abstract":"","PeriodicalId":53969,"journal":{"name":"Journal of Student Financial Aid","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90941133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sherrie Reed, Elizabeth Friedman, Michal Kurlaender, Paco Martorell, Derek Rury, Ryan Fuller, Jessica Moldoff, Patrick Perry
This paper documents the experience of California college students in the midst of the pandemic as their academic and home lives were disrupted. The analysis relies on a survey sent to all financial aid applicants statewide. Survey respondents include nearly 100,000 students enrolled in both two-year and four-year postsecondary institutions. Results reveal multiple stressors strained the educational experience and trajectories of many students. These stressors were not evenly distributed. In particular, students from low-income backgrounds were more likely to face increased financial stress, additional home responsibilities, and difficulty accessing the online learning environment, when compared to their higher-income peers.
{"title":"Disparate Impacts of COVID-19 Disruptions for California College Students","authors":"Sherrie Reed, Elizabeth Friedman, Michal Kurlaender, Paco Martorell, Derek Rury, Ryan Fuller, Jessica Moldoff, Patrick Perry","doi":"10.55504/0884-9153.1789","DOIUrl":"https://doi.org/10.55504/0884-9153.1789","url":null,"abstract":"This paper documents the experience of California college students in the midst of the pandemic as their academic and home lives were disrupted. The analysis relies on a survey sent to all financial aid applicants statewide. Survey respondents include nearly 100,000 students enrolled in both two-year and four-year postsecondary institutions. Results reveal multiple stressors strained the educational experience and trajectories of many students. These stressors were not evenly distributed. In particular, students from low-income backgrounds were more likely to face increased financial stress, additional home responsibilities, and difficulty accessing the online learning environment, when compared to their higher-income peers.","PeriodicalId":53969,"journal":{"name":"Journal of Student Financial Aid","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81039637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 pandemic closed many college and university campuses as education moved online in 2020. Using interviews and document analysis methods, this article describes how the experiences of campus closure impacted financial aid staff and the students interacting with them. Specifically, it applies the theory of sense of belonging to both staff and students to investigate the question: how did campus closures impact financial aid practice and student and staff sense of belonging? The paper includes recommendations for both legislators and administrators to improve financial aid, even after the pandemic.
{"title":"The Consequences of a COVID-19 Campus: Student and Staff Views of Financial Aid Practice During the Pandemic","authors":"Saralyn McKinnon-Crowley","doi":"10.55504/0884-9153.1786","DOIUrl":"https://doi.org/10.55504/0884-9153.1786","url":null,"abstract":"The COVID-19 pandemic closed many college and university campuses as education moved online in 2020. Using interviews and document analysis methods, this article describes how the experiences of campus closure impacted financial aid staff and the students interacting with them. Specifically, it applies the theory of sense of belonging to both staff and students to investigate the question: how did campus closures impact financial aid practice and student and staff sense of belonging? The paper includes recommendations for both legislators and administrators to improve financial aid, even after the pandemic.","PeriodicalId":53969,"journal":{"name":"Journal of Student Financial Aid","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87172387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The coronavirus pandemic caused a shift in the American higher education system. Many institutions switched from in-person to virtual platforms. Since graduate and professional students are more likely than undergraduate students to enroll in a hybrid or online program, they were less affected by the transition to online education. However, the decrease in undergraduate enrollment during the pandemic further squeezed institutional finances showing a decline in international graduate enrollment in the United States. As universities place additional scrutiny on program finances, departments will face pressure to reduce the number of assistantships that are not supported by external grants and contracts, which will disproportionately affect international enrollment. Additionally, the large graduate and professional student loan debt and benefits they receive from repayment plans are issues. Congress and the U.S. Department of Education may pursue efforts to limit the benefits that graduate and professional students receive from the federal student loan program.
{"title":"The Lasting Effects of the Pandemic on Graduate and Professional Education","authors":"Robert Kelchen","doi":"10.55504/0884-9153.1783","DOIUrl":"https://doi.org/10.55504/0884-9153.1783","url":null,"abstract":"The coronavirus pandemic caused a shift in the American higher education system. Many institutions switched from in-person to virtual platforms. Since graduate and professional students are more likely than undergraduate students to enroll in a hybrid or online program, they were less affected by the transition to online education. However, the decrease in undergraduate enrollment during the pandemic further squeezed institutional finances showing a decline in international graduate enrollment in the United States. As universities place additional scrutiny on program finances, departments will face pressure to reduce the number of assistantships that are not supported by external grants and contracts, which will disproportionately affect international enrollment. Additionally, the large graduate and professional student loan debt and benefits they receive from repayment plans are issues. Congress and the U.S. Department of Education may pursue efforts to limit the benefits that graduate and professional students receive from the federal student loan program.","PeriodicalId":53969,"journal":{"name":"Journal of Student Financial Aid","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87997996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In Spring 2020, during the onset of the COVID-19 pandemic, the number of students facing financial hardships increased as job losses mounted and schools closed their campuses. Schools, the federal government, and other organizations stepped in to help students deal with emergencies;but there are often hurdles to quickly getting emergency aid into the hands of students. While Title IV of the Higher Education Act provides a viable response mechanism through its emergency aid provisions, these provisions are underutilized. In this paper, we discuss ways in which schools can more effectively use professional judgment authority to quickly get emergency aid to students when they need it. We also discuss ways in which Congress can improve federal policy by removing needless restrictions.
{"title":"Professional Judgment and Emergency Fund Programs: An Opportunity to Improve","authors":"Nancy Conneely, A. Taylor, LeAndra Ross","doi":"10.55504/0884-9153.1782","DOIUrl":"https://doi.org/10.55504/0884-9153.1782","url":null,"abstract":"In Spring 2020, during the onset of the COVID-19 pandemic, the number of students facing financial hardships increased as job losses mounted and schools closed their campuses. Schools, the federal government, and other organizations stepped in to help students deal with emergencies;but there are often hurdles to quickly getting emergency aid into the hands of students. While Title IV of the Higher Education Act provides a viable response mechanism through its emergency aid provisions, these provisions are underutilized. In this paper, we discuss ways in which schools can more effectively use professional judgment authority to quickly get emergency aid to students when they need it. We also discuss ways in which Congress can improve federal policy by removing needless restrictions.","PeriodicalId":53969,"journal":{"name":"Journal of Student Financial Aid","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72719888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Utilizing narrative inquiry and thematic analysis, this study followed up with adult students who initially participated in a qualitative project, Understanding How Students Reconnect: A Longitudinal Study (Collom et al., 2021). Five participants shared their experiences as adult students during COVID-19, which included their experiences shifting to virtual learning and the broader effects of the pandemic on their lives. Our findings indicated that while students coped with the transition to virtual learning, the overall perceived quality of education dropped and forced students to make difficult family and employment decisions. Overall, the study illuminated the barriers that exist for adult students who have faced unexpected life-events and demonstrated the need for institutions to build supports for adult students beyond tuition-free college. Our findings highlight the need for supports above tuition for Tennessee Reconnect students. While Tennessee Reconnect has substantially increased adult student enrollment in the state, increased support is essential to realize the full benefits of the policy.
利用叙事探究和主题分析，本研究对最初参与定性项目“理解学生如何重新连接:一项纵向研究”(Collom et al.， 2021)的成年学生进行了随访。五名参与者分享了他们在2019冠状病毒病期间作为成年学生的经历，包括他们转向虚拟学习的经历以及疫情对他们生活的更广泛影响。我们的研究结果表明，当学生应对向虚拟学习的过渡时，整体感知的教育质量下降，迫使学生做出艰难的家庭和就业决定。总的来说，这项研究阐明了成年学生面临意想不到的生活事件时存在的障碍，并证明了机构需要在免学费大学之外为成年学生提供支持。我们的研究结果强调了田纳西州重新连接学生的学费以上支持的必要性。虽然田纳西重新连接已经大大增加了该州的成人学生入学率，但增加支持对于实现该政策的全部好处至关重要。
{"title":"Tuition-Free College in the Context of COVID-19: TN Reconnect Adult Student Narratives","authors":"Gresham D. Collom, Ashton R Cooper","doi":"10.55504/0884-9153.1781","DOIUrl":"https://doi.org/10.55504/0884-9153.1781","url":null,"abstract":"Utilizing narrative inquiry and thematic analysis, this study followed up with adult students who initially participated in a qualitative project, Understanding How Students Reconnect: A Longitudinal Study (Collom et al., 2021). Five participants shared their experiences as adult students during COVID-19, which included their experiences shifting to virtual learning and the broader effects of the pandemic on their lives. Our findings indicated that while students coped with the transition to virtual learning, the overall perceived quality of education dropped and forced students to make difficult family and employment decisions. Overall, the study illuminated the barriers that exist for adult students who have faced unexpected life-events and demonstrated the need for institutions to build supports for adult students beyond tuition-free college. Our findings highlight the need for supports above tuition for Tennessee Reconnect students. While Tennessee Reconnect has substantially increased adult student enrollment in the state, increased support is essential to realize the full benefits of the policy.","PeriodicalId":53969,"journal":{"name":"Journal of Student Financial Aid","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83262362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
During the pandemic, much of the focus of administrators and scholars has been on its impact on residential students and the sudden shift to online instruction. While justified, researchers have yet to focus on online students-who often represent marginalized communities in higher education-to ask whether they were impacted by factors related to the pandemic other than the modality shift. In this study, we examined how the first-year retention of online students was affected during the pandemic, and whether it differed from first-year residential students who transitioned online. We examined records of two student cohorts (Fall 2017 and Fall 2019) from a university to determine each cohort's retention rate by modality. Holding other relevant factors constant, we found the COVID cohort of students were less likely to persist to the following Fall regardless of modality, although residential students were still much more likely to be retained overall. However, Black and Hispanic students were less likely to be retained across both modalities, and even Black residential students were more vulnerable to not returning than their White counterparts, suggesting that racial inequalities persist across learning modalities. We conclude by suggesting how one retention tool-financial aid-could be used to address the particular needs of online students to improve their retention.
{"title":"Centering the Marginalized: The Impact of the Pandemic on Online Student Retention","authors":"J. Brown, Joseph M. Kush, Fred Volk","doi":"10.55504/0884-9153.1777","DOIUrl":"https://doi.org/10.55504/0884-9153.1777","url":null,"abstract":"During the pandemic, much of the focus of administrators and scholars has been on its impact on residential students and the sudden shift to online instruction. While justified, researchers have yet to focus on online students-who often represent marginalized communities in higher education-to ask whether they were impacted by factors related to the pandemic other than the modality shift. In this study, we examined how the first-year retention of online students was affected during the pandemic, and whether it differed from first-year residential students who transitioned online. We examined records of two student cohorts (Fall 2017 and Fall 2019) from a university to determine each cohort's retention rate by modality. Holding other relevant factors constant, we found the COVID cohort of students were less likely to persist to the following Fall regardless of modality, although residential students were still much more likely to be retained overall. However, Black and Hispanic students were less likely to be retained across both modalities, and even Black residential students were more vulnerable to not returning than their White counterparts, suggesting that racial inequalities persist across learning modalities. We conclude by suggesting how one retention tool-financial aid-could be used to address the particular needs of online students to improve their retention.","PeriodicalId":53969,"journal":{"name":"Journal of Student Financial Aid","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80543473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 pandemic has affected college students' basic needs, financial security, academic success, caregiving responsibilities, mental health, and more, according to the Fall 2020 Student Financial Wellness Survey (SFWS) conducted by Trellis Company. Researchers surveyed 37,936 students at 62 two-and four-year colleges and universities from October to November 2020 and found 53 percent (n=20,095) indicated one or more forms of basic needs insecurity (BNI). This brief examines data from students with BNI with a special lens on their mental health, familial responsibilities and finances, employment, and financial security. These results highlight the disparate impacts of the pandemic among basic needs insecure students.
{"title":"The Impacts of COVID-19 on the Experiences of Students with Basic Needs Insecurity: Evidence from a National Survey","authors":"A. Cornett, Carla Fletcher","doi":"10.55504/0884-9153.1780","DOIUrl":"https://doi.org/10.55504/0884-9153.1780","url":null,"abstract":"The COVID-19 pandemic has affected college students' basic needs, financial security, academic success, caregiving responsibilities, mental health, and more, according to the Fall 2020 Student Financial Wellness Survey (SFWS) conducted by Trellis Company. Researchers surveyed 37,936 students at 62 two-and four-year colleges and universities from October to November 2020 and found 53 percent (n=20,095) indicated one or more forms of basic needs insecurity (BNI). This brief examines data from students with BNI with a special lens on their mental health, familial responsibilities and finances, employment, and financial security. These results highlight the disparate impacts of the pandemic among basic needs insecure students.","PeriodicalId":53969,"journal":{"name":"Journal of Student Financial Aid","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89340225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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