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The General Assembly of the State of Maryland has enacted legislation creating several programs of scholarships and grants to help those citizens of the State who need financial assistance to secure for themselves the benefits of a college education on both the undergraduate and graduate levels. This document contains a description of the financial aids from the state and the federal programs. The Maryland Council for Higher Education Student Transfer Policies are dealt with in the second section. Section Three contains a profile of expenses, admissions, and financial aids at institutions of higher education in Maryland by institution. (Author/PG)

This report reviews the status of higher education student financial aid in Maryland in relation to equal educational opportunity, increasing dynamics of the marketplace, social necessity, general college and attendance data, general trends in the growth of higher education, a student's ability to pay, federally sponsored student aid programs, the Maryland State Scholarship Board, the Maryland Higher Education Loan Corporation, state effort, institutional based federal student aid programs, and the student aid need gap in Maryland. Recommendations suggest: (1) A single, need-based, general state scholarship program be established; (2) No target funds for special critical areas of study be established, but that sufficient funding to meet the financial needs of all students should be appropriated; (3) The new general state scholarship program should be appropriated at $4,668,160; (4) The Maryland Council for Higher Education should be charged with the responsibility of conducting a study of the financial aid need gap that exists in Maryland and of making recommendations for correcting this need gap to the next general assembly; (5) The amount of aid be made available and the income levels considered eligible for aid should be adjusted annually for the changes in the cost of living; and (6) The promising of student aid should be made well in advance of a student's college selection. Other recommendations and statistical data are included. (MJM)

This study analyzed the 1974-75 freshmen academic scholarship recipients at Arkansas State University with respect to their academic potential (ACT scores and rank in high school senior class) and the size of high school from which they graduated. A further purpose was to determine the grade-point average that these students earned during the fall semester, 1975. The results of the study indicated: (1) The 1974 scholarship recipients had an average for all freshmen. (2) Of the two award criteria, rank in class was significantly more predictive of academic performance than the ACT composite score. (3) Those scholarship recipients who maintained a 3.00 average tended to come from larger high schools, ranked higher in the high school senior class, and had higher ACT composite scores. (4) The multiple correlation and regression analysis produced a statistically significant equation; however, the standard error of estimate was large enough to restrict the practical application of the equation. Only rank in class was significantly related to academic performance. (5) Multiple discriminant analysis uncovered a statistically significant differential between the above 3.00 grade-point average group and the below 3.00 grade-point average group. (MJM)

Recently the Woodrow Wilson National Fellowship Foundation has conducted a variety of programs that support high quality in education. These programs are described in this report. The Administrative Intern Program, begun in 1967, selects young men and women with masters of Business Administration degree to serve on administrative staffs of colleges for minorities. The Martin Luther King, Jr. Fellowship Program, begun in 1968, enables black veterans to undertake graduate and professional training in preparation for careers in public service. The Woodrow Wilson Senior Fellows Program, begun in 1973, promotes greater understanding between the academic community and the world of action. Most recently the Foundation has added a program concerned with women's studies. The National Humanities Series was initiated by the National Endowment for the Humanities in June 1968 to create a pattern of disseminating the humanities to general adult audience throughout the U.S. The Woodrow Wilson National Fellowship Foundation conducts the series. The Dissertation Fellowship Programs enable students to complete the research and writing of their dissertations in their fourth year of graduate study. Also included in this report is a list of the Board of Trustees, officers and staff, a financial report, and the selection committees of the Fellowship Foundation. (Author/PG)

This report, which is the collaborative effort of the 23-member institutions of the consortium, proposes a financial aid structure that would provide access and a degree of choice in postsecondary education. Its overriding concern is with the structure of financial aid. The consortium recommends redirecting benefits under existing laws so that those resources can be more effectively used. The consortium's proposal addresses itself to the six key Title VI programs (The Basic Education Opportunity Grant Program, the Supplemental Educational Opportunity Grant Program, the State Student Incentive Grant Program, the College Work-Study Program, the National Direct Student Loan Program, and the Guaranteed Student Loan Program). In addition, there is a commentary that discusses goals, priorities, and costs. (Author/KE)

This is the report of the Illinois State Scholarship Commission, a governor-appointed body of seven persons, responsible for the administration of nine state authorized and funded aid programs for Illinois postsecondary students. The aid programs of the ISSC, combined with institutional and Federal aid and with the funds expected from parents and the applicant, meet the college costs of the institution of the applicant's choice. The major programs consist of (1) nonrepayable monetary awards and (2) guaranteed educational loans. Among the purposes of the commission programs are to: (1) equalize educational opportunity by removing financial barriers to college; (2) preserve diversity in postsecondary education by permitting freedom of institutional choice; (3) increase the retention of students in postsecondary educational institutions; (4) conserve public funds by making it possible for financially needy students to utilize any otherwise unused spaces at Illinois nonpublic colleges; (5) permit a student's in-school employment workload and/or loans to be at a sufficiently modest level so as not to adversely affect his studies or career plans; (6) combine institutional and federal aid with the funds expected from parents and the applicant to meet the college costs of the institution of the applicant's choice. The text includes tables and statistical data. (Author/KE)

This report analyzes the student aid needs in postsecondary education in Arkansas. Data were gathered by sending questionnaires to all the colleges and universities, vocational-technical schools, and proprietary schools in Arkansas, and to a random sample of all senior and junior students in Arkansas high schools. In addition, personal contacts were made to various student aid resource agencies, and a number of published reports and research papers were referenced. The assessment of the kinds of aid received are grouped as grants, loans, employment, and scholarships. The four main resources were found to be: Basic Educational Opportunity Grants, Supplementary Educational Opportunity Grants, National Defense Student Loans, and the College Work-Study Program. All postsecondary students (65,748) consumed an estimated $20,000,000 during the 1973-74 school year. The greatest number of consumers were four-year public university and college students (18,185, using $11,016,695). Community college students consumed less student aid than any of the other groups (485 students using $176,644). Projections of Arkansas. future student aid needs are made, along with recommendations on how the needs can be met. Tables of data are included throughout the report, and survey instruments and complete results are appended. (Author/NHM)

Following a detailed review of present tuition and financial aid policies, the Committee on Tuition and Other Student Costs focused on recommended changes in policy and the implication of such policies on the costs to students of access to higher education opportunities. The committee affirmed its belief that an important goal of the Board of Higher Education should be the "availability of educational opportunity without regard to financial status and the elimination of financial barriers to higher education." To obtain this goal, the objectives of student choice, student access, and student opportunity must be met. Sections two and three of this study summarize the recommendation of the committee. (Author)

Program operations from July 1, 1973 to June 30, 1975 are reported that deal with four Federal and four State programs of direct benefit to postsecondary education in Iowa. The current biennium has seen a 45 percent growth in State-funded financial assistance for Iowa postsecondary students. State funds invested in scholarships, grants, and medical loans totaled $12,760,560. As of the fall of 1974, Iowa ranked tenth in per capita funding among the 39 states that had established comprehensive scholarship and grant programs. Student aid appropriations in these 39 states totaled $457 million. Statistics are provided on the State scholarship program; Iowa Tuition Grant Program; Iowa Vocational-Technical Tuition Grant Program; Iowa Medical Loan Plan; Construction Grants Program; Equipment Grants Program; Comprehensive Planning Grants Program; undergraduate enrollments; and total enrollments by institution. Provisions of the appropriate State statutes are quoted. (LBH)

The validity of the basic assumptions underlying student grant programs is examined; namely, whether student aid increases access to postsecondary education for low income groups, whether student aid promotes student choice, and whether financing higher education through students greatly aids private institutions. The major conclusions of the study are that scholarship and grant aid do promote equal educational opportunity, and that with equalization of public-private tuition levels through the aid grants, students will favor private institutions in large numbers. Three major failings of state scholarship programs are identified: (1) lack of consideration of all education-related expanses; (2) unrealistic expectations regarding student contributions to educational costs; and (3) failure to adjust income levels indicating disadvantagement. It is concluded that the use of scholarship and grant aid as a mode of financing higher education is on the increase, but that there needs to be more data before the true impact of such programs as the Basic Opportunity Grants can be determined. Further research concerning other types of direct student aid, such as loans, and for longitudinal studies, is advocated. (LBH)

The impact of financial aid in helping a student stay in college is examined from data collected in 1972 from students who entered college in 1968. The findings include: (1) Students, especially men, who rely on loans for support during college increase their chances of dropping out. (2) Students who rely on scholarships or grants increase their chances of completing college, but only slightly, while students relying on savings or the G.I. bill increase their chances of dropping out. (3) Participating in work-study programs increases chances of completing college, particularly among students from middle-income families. (4) Students who receive support for college expenses from their parents are more likely to complete their education. (5) Students who are married when they enter college have a good chance of completing their education if their spouses provide major financial support, but dropout chances are substantial if spouses provide no support or only minimal support. (6) Any type of financial aid administered alone is more effective than financial aid packages. (LBH)

The present effectiveness and future direction of monetary award programs administered by the Illinois State Scholarship Commission is examined in three surveys. A random sample of 1,000 was drawn from the total number of scholarship recipients during the 1967-68 and 1970-71 academic years; 2,000 from the 1973-74 survey. It is shown that: (1) scholarship respondents were divided about evenly between men and women, with slightly more men in the grant respondent groups; (2) the grant group includes substantially more commuters (54 percent) than the scholarship group, which is related to the greater percentage of grant respondents enrolled in public two-year colleges; (3) both scholarship and grant group distributions are skewed toward the freshman and sophomore levels; and (4) decreasing percentages of grant respondents attend private four-year colleges over the period studied, with a shift from private four-year colleges to public two-year colleges. The distribution is more stable for scholarship respondents. These findings are discussed in terms of the impact of awards on access and choice of college, theory and reality of financing a college education, opinions and attitudes toward financial aid. The findins can also be applied to operational decisions regarding student financial aid administration and policies. (LBH)

The current treatment of student resources in the College Scholarship Service (CSS) need analysis procedures is reviewed, and suggestions for change in these procedures are offered. There is evidence to indicate that some increase in expected contribution from summer earnings should be made, but the amount of such an increase is difficult to determine. Figures derived are: prefreshman, $500; presophomore, $600; prejunior, $700; presenior, $700. Recommendations are made for changes in the current treatment of students' assets in the Parents' Confidential Statement processing system. It is proposed that the current treatment of a student's social security benefits be modified to provide for their inclusion in family income rather than as a student resource. No changes are being proposed in the current treatment for veterans' benefits (i.e., vocational-rehabilitation payments, war-orphan benefits). These are specifically student benefits and are made available to meet the specific costs of postsecondary education, and their inclusion as a part of student resources is believed to be appropriate. (LBH)

Certain aspects of the Guaranteed Student Loan, National Direct Student Loan, College Work-Study, and Supplemental Educational Opportunity Grants programs are reviewed and evaluated. The rules and regulations OE provides to educational and lending institutions for administering the federally sponsored student financial aid programs are found to be consistent with the provisions of the authorizing legislation. Generally, financial aid offices did not consider race, sex, athletic ability, academic record, and alumni relationship of student applicants. However, some financial aid officers were influenced by one or more variables in addition to need, such as age, class in school, and place of residence. The present process for allocating loan funds to educational institutions is apparently not equitable. Some institutions receive all or more than the total funds they need to meet the needs of their students while others receive substantially less than their actual need. Regional review panels do not have enough time or data to make appropriate review of institutional applications. Recommendations to HEW are offered. (LBH)

Various programs listed under the categories of instructional components, supportive components, and summer activities are evaluated here. Programs under instructional components include corrective reading programs, primary-intermediate mathematics, neglected children's institutional programs, business education for delinquent children, and preschool programs. The supportive components describes the parent education program. Included in the summer activities programs are early start, neglected children's program, delinquent children's program, tuition scholarships, basic primary and corrective reading, and primary and intermediate math. Delivery of service is seen to have become more concentrated with fewer schools identified as Title I targets and with fewer programs being continued. Evaluation of performance objectives in the neglected and delinquent institutions is considered to be inconclusive because of the short length of time most pupils are institutionalized while involved in the program. Seventy-four percent met or exceeded stated objectives for reading; 77-98 percent met the objectives in mathematics; and over 96 percent in preschool program met the stated objectives. (Author/AM)

During the spring of 1974 a series of seminars on student aid programs and student access was held in connection with the congressional hearings on Title IV of the Higher Education Act. Participants represented the federal, state, or institutional point of view. This document reporting on those seminars, deals with federal-state responsibilities in facilitating student access to postsecondary education. This topic is particularly thorny for two reasons. First, clear-cut federal legislative policy for postsecondary education has been lacking, at least until the 1972 Education Amendments with their initiation of a program of state scholarships and their creation on the 1202 Commissions. Second, the 50 states differ greatly on variety of important variables: legislation, the mix of public and private institutions, student migration patterns, arrangements for financial postsecondary education, and level of financial support for the total system. In addition to these two major problems, many other difficulties arise in trying to apportion responsibility between the federal government and the states. Some of these difficulties discussed by the five panel members are: (1) The Federal Role; (2) The Promise of SSIG; The Goals of State Aid, and The Complementary Roles of State and Federal Programs; (3) The CUNY Experience; (4) A Challenge from the Private Sector; (5) The Paradox of "Access", The Scorecard, and Increasing Student Choice. (Author/KE)

The presidents of all postsecondary institutions in the Department of Health, Education, and Welfare's Region VIII (comprised of the states of Colorado, Wyoming, Utah, Montana, North Dakota, and South Dakota) were surveyed to determine important issues in the administration of federally-supported student financial aid programs. The survey instrument was an open-ended letter, a format chosen to allow unlimited response. A 58 percent response rate was achieved. Responses were categorized into those relating to the overall philosophy and operation of the programs, and those relating to specific programs. Caution was exercised to prevent "prioritizing" or evaluating the merit of individual issues, and in the report, direct quotations are used liberally to reflect the respondent's viewpoint. (MSE)

In an effort to throw some light on the character of the costs students incur in attending college and on their sources of income for this purpose, the Office of Education in 1953 studied the problem as it was faced by full-time, single undergraduate students in 110 colleges in 41 states and the District of Columbia. Data include: student expenditures for attending college (capital, current, and total; comparisons by sex; mean versus median; comparisons by regions, fields, and place of residence; costs at four types of residence; major items; public versus private costs; and living costs); major sources of students income (family income and size; comparisons by sex; long-term savings; student earnings; scholarships; family contributions; and comparisons by college type); conclusions and related issues; and information on the survey itself. (Author/MSE)