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In November 2001, with funding support from Lumina Foundation for Education, the Western Interstate Commission for Higher Education (WICHE), in partnership with the American Council on Education (ACE), the State Higher Education Executive Officers (SHEEO), and the National Conference of State Legislatures (NCSL), initiated the "Changing Direction: Integrating Higher Education Financial Aid and Financing Policies" project to explore state-level strategies to better align financing and financial aid policies and support more informed decision making on issues surrounding financial aid and financing in higher education. These case studies of Arizona, Connecticut, Florida, Missouri, and Oregon were designed to help equip policymakers and higher education leaders from all sectors more effectively address key public policy issues concerning the structuring of financing and financial aid to achieve goals of access to quality higher education. The overarching question the project hoped to address through the case studies and other project activities was: How can policymakers at all levels (most particularly those at the state level) more effectively integrate tuition, financial aid, and appropriations policies in ways that promote student participation and completion? The results of the states' work are linked back to the overall goals and objectives of the project in an effort to illustrate how the integration of public policies around financing and financial aid might be approached. The overview chapter highlights a number of milestones and accomplishments: (1) States engaged key leadership; (2) New policies developed by the states; (3) States sustained a discussion and laid the ground for further work; and (4) Special studies commissioned by the states. One of the central questions asked by case study authors in the final analysis is: within the context of the state, how important were the achievements of the technical assistance states? The "Changing Direction" project has provided a platform in these five states for a new conversation that helps policymakers and higher education leaders think creatively and constructively about the relationships among appropriations, tuition, and financial aid. They are looking at these issues in a more holistic, coordinated manner than they have in the past. Individual state case study reports provide greater detail and narrative on developments in the states. [For report of the second and third cohorts, see ED500787.]

This report was designed to provide complete and comparable statistics on student aid for all California postsecondary institutions from 1990 through 1994. It includes information on all major sources of financial aid, the types of aid available, the amount of funding for each type, and the distribution of student aid dollars among the three public postsecondary education sectors (the University of California, California State University, and California Community College systems) and the independent colleges and universities. The data indicate that: (1) financial aid has not kept pace with increases in the costs of higher education; (2) most of the current financial aid available is in the form of loans, leading to a rapid increase in student borrowing; (3) most of the increase in grant aid at public institutions has come from student fee dollars "recycled" for financial aid to other students; and (4) University of California students now receive more state grant aid dollars than students from private institutions. The results of this study reinforce the need for public debate about the role of student aid in the funding of higher education. Graphs and tables present details of the study's findings. (MDM)

This report demonstrates that by working long hours and attending school part time, students not only lengthen their time-to-degree, but also increase their likelihood of dropping out. More than half of all undergraduates attend college part time, and 80% work while enrolled. This report examines the most recent evidence on the effects of students' choices on their prospect of succeeding in college. It attempts to describe students who are entering college, the academic background they bring with them, the resources they use to pay for their education, and the potential impact of their choices on the likelihood that they will graduate. Data are from two national studies conducted by the National Center for Education Statistics, the National Postsecondary Student Aid Study, with files for more than 35,000 students, and the Beginning Postsecondary Students Study. Data show that low-income students arrive at college with many strikes against them. Data also show that students often make choices that affect their academic performance negatively for several reasons: to contain the cost of college, to support lifestyle choices, and sometimes, to devote time to their dependents. The question that these data pose for institutions is how to steer studentstoward choices that suit their individual needs and maximize their likelihood of academic success. There are no right answers, but every student can be helped by having a clearer understanding of the costs, benefits, and pitfalls associated with different choices. (SLD)

Discusses the effects on college students of working and borrowing money to cover school costs, specifically looking at academic achievement. Suggests working may be more of a problem, while borrowing may be less than previously thought. Recommends integrating financial and academic counseling to help students plan how to balance their financial, academic, and personal responsibilities. (Author/MKA)

The annual survey by the College Board of student financial aid traces development of a system that has grown dramatically, is now dominated by federal student loan programs, and has undergone a long-term shift in purpose from creating access for the disadvantaged to broadening choice and convenience for the middle class. These developments have especially serious consequences for low-income students. (MSE)