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Promise programs are discussed as a policy movement that began with the 2005 launch of the Kalamazoo Promise. Since then, programs bearing the Promise label or sharing similar features have spread across the higher educational landscape, appearing in most states and across postsecondary sectors. Simultaneously, scholarly literature discussing these programs has burgeoned. And yet, scholars and others are unable to formulate a clear conception of what a Promise program is and what if anything sets such a program apart from other scholarship programs (e.g., state need-based grants). In this paper, we examine how scholars have discussed these programs over time. We begin with the initial theorization of the Kalamazoo Promise as a case and observe its use as a prototype in the formulation of a general model once "Promise program" was established as a category. We follow how the spread and transformation of "Promise programs" was reflected in repeated partial reconceptualization. We find three competing conceptual models emerging in sequence: 1) a thick, place-based causal model derived as a generalization of the Kalamazoo Promise, 2) a thin empirical model crafted in the aftermath of the launch of the Tennessee Promise, and 3) a partially acknowledged minimal or symbolic model advanced haltingly in response to critiques of last-dollar community college state programs. Scholarly conceptualization is largely reactive to empirical program diffusion and transformation, though scholarly idealization may have played a role in this diffusion itself.

The Alaska Performance Scholarship (APS) rewards students who strive to excel in high school and continue their education in degree and certificate programs in Alaska. This report covers the high school, postsecondary, Alaska residency, and workforce outcomes of the APS program between Fall 2011-2023. [This report was prepared by Resource Data, Inc.]

The report examines how enrolled undergraduate students and parents of undergraduates view higher education and how they pay for it. The report considers education funding sources--from parent and student income and savings to scholarships, grants, and borrowed funds--and evaluates trends in payment strategies over time. This 17th edition provides insights into families' experience with the financial aid process, including researching and applying for scholarships, completing the Free Application for Federal Student Aid (FAFSA®), and understanding financial aid award offers from colleges and universities. This year's report also explores how students attending Historically Black Colleges and Universities (HBCUs) approach higher education financing. The research was conducted between April 8, 2024 and May 14, 2024. Dollar and proportional amounts in this report are averages that reflect composite representations intended to illustrate how the "typical" family paid for college. The composite is a computed formula that spreads individual responses across all survey respondents. The geographic regions discussed mirror those used by the U.S. Census Bureau.

This First Look report presents selected findings about student financial aid during the 2019-20 academic year. These findings are based on data from the 2019-20 National Postsecondary Student Aid Study (NPSAS:20). NPSAS:20 is a national study of undergraduate and graduate students enrolled any time between July 1, 2019, and June 30, 2020, in institutions that can participate in federal financial aid programs. The main purpose of NPSAS:20 is to measure how students and their families pay for postsecondary education and, particularly, their receipt of federal student aid given through Title IV of the Higher Education Act. Data used in this report are from about 80,800 undergraduate and 19,700 graduate student survey respondents attending approximately 2,200 institutions in the 50 states, the District of Columbia, and Puerto Rico. This report classifies financial aid by type (grants, loans, work-study, and other) and source (federal, state, institution, employer, and other private sources). [For the full report, see ED629547. For the supplemental tables, see ED629549.]

This First Look publication provides the first results of the 2019-20 National Postsecondary Student Aid Study (NPSAS:20), the most comprehensive national study of student financing of postsecondary education in the United States. This report includes information for about 80,800 undergraduate students and 19,700 graduate students attending 2,200 postsecondary institutions in the 50 states, the District of Columbia, and Puerto Rico. This report describes the percentages of students receiving various types of financial aid and average amounts received, by type of institution attended, gender, race/ethnicity, attendance pattern, and income level. Percentages and average amounts are additionally described by dependency status for undergraduate students and by graduate program for graduate students. Supplemental tables feature state-level percentages of students receiving aid and average amounts received by undergraduate students. [For the summary, see ED629548. For the supplemental tables, see ED629549.]

Recently new types of scholarships have emerged known as promise scholarships. A promise scholarship aims to increase collegiate attainment by promising financial aid to eligible students. Promise scholarships differ from traditional scholarships in that promise scholarships are non-competitive and not necessarily needs based. Typical eligibility criteria for promise scholarships include a set minimum GPA and residence within a specific geographic area. Utah's Regents' Scholarship could be considered a promise scholarship. For Regents', the criteria included a minimum GPA of 3.0 with no grade below a "C" and residence within Utah for high school grades 9 through 12; specific coursework was also required. This brief studies the effects of the Regent's Scholarship awards finding that recipients earned more associate and bachelor's degrees in time than similar students, required less institutional and federal support, and helped more underrepresented populations complete degrees on time.

Institute for Women's Policy Research (IWPR) conducted original research on an often-overlooked group of students--parents with children--as they struggle to make ends meet while pursuing academic degrees and certificates. Student parents often face enormous financial barriers to academic success. They report high financial insecurity including issues with food, housing and other basic needs. For students with children, borrowing for postsecondary education may mean accumulating debt without improved labor market outcomes or the financial ability to pay off loans. This is because the financial barriers and logistical challenges, such as inadequate access to reliable child care, student parents face may result in leaving college early without a credential, which has implications for future earnings.

TransferBOOST (Bachelor's Opportunity Options that are Straightforward and Transparent) is a multi-year state-level initiative developed to provide students with affordable, quality, well-supported two- to four-year pathways. Affordability matters a great deal for transfer students, but it has typically not been understood or prioritized. The IHEP and HCM teams joined forces with rpk GROUP to offer technical assistance to TransferBOOST institutions and state partners to make strategic finance and college affordability a signature feature of the initiative. The second brief in the series outlines the steps partnerships took and offers guidance on how institutions can use the Transfer Affordability Financial Tool. It also provides clear steps for how states can support institutions in improving transfer affordability. [This report was written with contributions from Katie Hagan. For "BOOSTing Student Success through Equitable and Affordable Transfer Pathways: Lessons Learned for Higher Education Policymakers and Practitioners from the TransferBOOST Initiative," see ED628654. For "BOOSTing Transfer Partnerships to Promote Equitable and Affordable Transfer Pathways," see ED628655.]

For 16 years, Sallie Mae has surveyed college students and parents of undergraduate students about their attitudes toward higher education and how they're paying for it. This year's report explores education funding sources--from family income and savings to scholarships, grants, and borrowed funds--and evaluates trends in payment strategies over time. This year's report provides learnings about families' awareness of the financial aid process including researching and applying for scholarships, completing the Free Application for Federal Student Aid (FAFSA®), and understanding financial aid offers. The report also considers the steps undergraduate families took to plan for paying for higher education. Finally, for the first time, this report explores how students attending public Historically Black Colleges and Universities (HBCUs) approach higher education financing. The research was conducted between March 31, 2023, and May 8, 2023. [For the 2022 report, see ED624387.]

It has been four years since Mike DeWine was first sworn in to serve as Ohio's 70th governor, joined by Jon Husted as lieutenant governor. From the very beginning, Governor DeWine requested that his Cabinet listen carefully to the people of the state and then proceed to act with a sense of urgency to strengthen and improve the great state of Ohio. This annual "State of Higher Education Report" highlights 2022, and provides a brief summary of what the DeWine-Husted Administration has accomplished in its first four years leading Ohio -- with a promise to build on this record in the new term. [For the 2021 report, see ED627875.]

Nebraska does not currently have any private educational choice programs, but recent legislative pushes have brought options such as education savings accounts (ESAs) into the spotlight. ESAs allow parents to withdraw their children from public district or charter schools and receive a deposit of public funds into government-authorized savings accounts with restricted, but multiple, uses. The characteristics of Nebraska's private school sector can inform policy debates surrounding the potential creation of educational choice programs, such as ESAs. From March 31 to May 23 2022, EdChoice administered a survey of Nebraska private school leaders. This brief provides a descriptive analysis of the results of that survey, including tuition and fees, the number of open seats, regulatory concerns, and interest in educational choice programs.

The Indiana Choice Scholarship Program (ICSP), which began in fall 2011, is a state taxpayer-funded financial aid program that helps low and lower-middle income Hoosiers to send their children to the private K-12 school of their choice. This voucher program has been extremely popular among families, as the number of students receiving scholarships has increased from 3,911 students in academic year (AY) 2012 to 36,707 by 2020. This report addresses two questions regarding the fiscal effects of the ICSP up through and including academic year (AY) 2020: (1) The fiscal effects of the ICSP on the state of Indiana budget; and (2) The fiscal effects of the ICSP on local school corporation budgets (in Indiana public school districts are termed "school corporations"). The estimates in this report suggest that the ICSP has provided modest fiscal benefits to taxpayers to date--however, the fiscal savings per scholarship recipient are quite large. Therefore, as more students access the ISCP the savings to Indiana taxpayers will increase significantly. The major findings include: (1) The ICSP saved state taxpayers a total of $42.5 million in 2019-20. These savings translate to savings of $1,158 per scholarship student--a significant sum on a per student basis; and (2) The ICSP yielded a total of $60.6 million in savings to local public school corporations in 2017-18, which was the most recent year with complete data available. These savings to local school corporations were $1,709 per student. These findings are not surprising given that the average scholarship awards are below both total expenditures per student and state per pupil funding as well.

State need-based financial aid programs are a key driver of college access and completion for lower-income students and racially marginalized students in California, most of whom attend public two- and four-year colleges and universities and come from families with annual incomes of less than $40,000. As the state's largest need-based financial aid program, Cal Grants are a cornerstone of college affordability for hundreds of thousands of Californians every year; the program provides financial aid that helps students cover tuition and living expenses without the need to repay. However the state has proposed adding more funding to the less equitable Middle Class Scholarship (MCS) program. This Equity Alert provides an overview of why Cal Grant Reform is needed; describes the limitations of the MCS program in serving low-income, BIPOC, and community college students in California; and provides recommendations that state policymakers can act on this year to advance equity-centered financial aid reforms.

Since 1997, education tax benefits have become an increasingly important component of federal higher education policy. For 2023, 11 higher education-related tax benefits are available. After 2025, absent legislative action, this number will effectively increase to 13. Two provisions that are temporarily suspended are scheduled to be reinstated--the personal exemption for dependents (including college-age dependents) and miscellaneous itemized deductions (including for unreimbursed work-related education expenses)--while the exclusion for discharged or forgiven student loan debt will only be available in limited circumstances. The available tax benefits are a mixture of credits, deductions, exclusions, and other incentives. The benefits can be placed into one of three general categories: (1) incentives for current year expenses; (2) preferential tax treatment of student loans; and (3) incentives for saving for college. The Joint Committee on Taxation (JCT) estimates currently available higher-education tax benefits will cost an average of $25 billion per year over the FY2020-FY2024 budgetary window. This report provides a brief overview of the higher education tax benefits that are currently available to students and their families. The report contrasts higher education tax benefits with traditional student aid; presents a brief history of higher education tax policy over the past 60 years, including recent legislative proposals to modify these tax incentives; summarizes key features of the available tax benefits; and provides JCT estimates of revenue losses resulting from individual tax provisions. The summary is contained in Table 1 and provides information on various aspects of each tax benefit including the type of benefit (credit, deduction, etc.), the annual dollar amount of the benefit, what expenses qualify for the benefit, what level of education the benefit can be claimed for, income levels at which the benefit phases out, and, if the provision is temporary, when it expires. Table 2 contains estimates of the annual forgone federal revenue attributable to each provision.

The Department of Education disbursed nearly $112 billion in financial aid to students through various grant and loan programs in fiscal year 2021. Colleges generally provide students information about the aid for which they are eligible in financial aid offers. Students use these offers to make key decisions, including which college to attend and how to finance their education. The US Government Accountability Office (GAO) was asked to review the information in college financial aid offers. This report examines the extent to which colleges are: (1) following best practices to provide clear and standard information about college costs and student aid in their financial aid offers; and (2) required to provide this information to help students make educated financial decisions.

This study provides one of the first causal estimates of the impact of housing on academic outcomes. While college students are too often dismissed as a privileged and healthy part of the population, researchers increasingly observe housing insecurity among college students. This problem worsened during the pandemic, underscoring the link between housing, employment, mental health, and wellness. Housing is of particular importance as a critical basic need for today's undergraduate students. The study takes place before and during the ongoing pandemic, thus providing a unique opportunity to understand the short-term impacts of housing on belongingness, mental health, and academic outcomes for the five cohorts studied. This research was conducted with these questions in mind: (1) Does this scholarship influence student well-being as measured by belongingness, mental health, and/or financial wellness?; and (2) Does the provision of a housing scholarship have an impact on student retention or completion? Findings from the study suggest that rent-free community housing supports provide greater financial well-being, mental health, and postsecondary educational impacts.

After decades of frustration with increasingly complex college financial aid policies, a nationwide shift toward "free college" programs has gained momentum. New York State joined the free college movement in 2017, when Governor Andrew Cuomo announced his goal to make public higher education tuition-free for most students during his State of the State address. The proposed Excelsior Scholarship would resemble the free tuition programs emerging at Ivy Plus universities in that it would cover any in-state public college tuition not already covered by other sources for students with family incomes up to $125,000. In this essay, the authors assess the distribution of benefits, in terms of who qualifies for, receives, and renews the scholarship. They focus on students enrolled in community colleges and senior (four-year) colleges of the City University of New York (CUNY). The authors find that middle- and upper-income students are most likely to benefit from the program, largely because of the eligibility formula's last-dollar nature; most middle- and low-income students already have their tuition covered by other aid. Based on evidence from other financial aid programs, the authors hypothesize that the application process and complex contracts students must sign may impede access to benefits.

This Summary presents selected findings from "2017-18 National Postsecondary Student Aid Study, Administrative Collection (NPSAS:18-AC): First Look at Student Financial Aid Estimates for 2017-18. NCES 2021-476rev." The study includes information for about 245,000 undergraduate students and 21,000 graduate students attending 1,900 postsecondary institutions in the 50 states, the District of Columbia, and Puerto Rico. NPSAS:18-AC also provides state-level estimates for undergraduate students in 30 states. This report describes the percentages of students receiving various types of financial aid and average amounts received. [This Summary is a revision of ED614852. For the full report, see ED619354.]

This First Look publication provides the first results of the 2017-18 National Postsecondary Student Aid Study, Administrative Collection (NPSAS:18-AC), the most comprehensive national study of student financing of postsecondary education in the United States. The study includes information for about 245,000 undergraduate students and 21,000 graduate students attending 1,900 postsecondary institutions in the 50 states, the District of Columbia, and Puerto Rico. NPSAS:18-AC also provides state-level estimates for undergraduate students in 30 states. This report describes the percentages of students receiving various types of financial aid and average amounts received, by type of institution attended and institution state (for undergraduate students), and by type of institution, attendance pattern, graduate program, and income level (for graduate students). [This report is a revision of ED614851. For the Summary, see ED619355.]

At a time when Wisconsin faces severe workforce shortages in several key sectors and demand for skilled workers has skyrocketed, enrollment in the state's colleges and universities has generally been declining even faster than the national trend. Enrollments in Wisconsin across all public and private institutions were falling even prior to the pandemic, dropping from 384,181 in 2010 to 332,856 in 2019. This decline of 13.4% was more than twice the national drop of 6.6% over the same period and was particularly pronounced for technical colleges and other two-year institutions. The arrival of COVID-19 has compounded the problem and added urgency to longstanding questions about how the state will cultivate the workers it will need to sustain the health of its economy and citizens, particularly in fields such as nursing, teaching, and skilled trades. This study reviews state and federal financial aid in Wisconsin, laying out the main trends and focusing on the handful of grant and loan programs that account for most of the dollars spent each year. Critical questions include: (1) How do Wisconsin's current levels of financial aid and specific programs compare to past funding and programs in this state and those in other states? Has their buying power grown or decreased over time compared to the cost of tuition? Which state agencies are involved in administering these programs and is the system efficient and accessible for families? (2) How does the picture change for students at the UW System, Wisconsin Technical College System (WTCS), or private nonprofit or tribal colleges? What does financial aid mean for specific groups of students such as racial and ethnic minorities and those from low-income families? and (3) What options should policymakers entertain after considering the current state of the financial aid system in Wisconsin, those of other states, and research on the impacts of different approaches? What are the pros and cons of each potential alternative? [Additional sponsors for this report include the Higher Education Regional Alliance, the ADAMM Foundation, and the Milwaukee Regional Research Forum. For the Executive Summary, see ED620268.]

This is the executive summary for the report, "A Little Help: Is Financial Aid Keeping College Affordable in Wisconsin?" This study finds that Wisconsin has not prioritized financial aid programs in recent years despite their potential benefits to the workforce and students, particularly low-income students and those of color. State funding has changed little over the past decade in key areas such as the average amount for Wisconsin Grants -- need-based awards to students at public and private nonprofit institutions in the state that make up the bulk of state financial aid payments. To keep college affordable, lawmakers and governors have put more emphasis on the UW tuition freeze, which holds down costs for all UW students but does not target those most in need or assist technical or private college students. Key finding are included. [For the full report, see ED620267.]

It has been three years since Mike DeWine was sworn in to serve as Ohio's 70th governor, joined by Jon Husted as lieutenant governor. From the very beginning, Governor DeWine requested that his Cabinet listen carefully to the people of the state and then proceed to act with a sense of urgency to strengthen and improve the great state of Ohio. This document provides a brief summary of what the DeWine-Husted Administration--and the Department of Higher Education--has accomplished in its first three years leading Ohio. While some may characterize 2021 as another year of anxiety, uncertainty, and crisis, Ohio pushed forward with higher education and workforce preparation reforms that are enhancing opportunity in the state. With support from the Ohio General Assembly, direct support for need-based financial aid and the Choose Ohio First STEM scholarship program were increased; flexible short-term certificates at community colleges and technical centers were provided; and the first-ever college campus safety grant program was funded. These and other initiatives are highlighted in this report. [For the 2020 report, see ED612372.]

Native American students are a demographic group that has consistently been underrepresented in institutions of higher education (IHEs) in the United States. Despite tremendous growth in the enrollment of these students in recent years, they are still underrepresented compared to other subgroups. While other minority students encompass about 29% of all U.S. postsecondary students, Native American students account for about 1%. Postsecondary education can help Native Americans overcome many employment barriers. As stakeholders, policymakers, and higher education leaders consider their role in increasing Native American student enrollment and attainment, it is critical to understand the history, policy landscape, and innovative practices that shape this work.

What are the experiences, expectations, and challenges of college-bound high school students and their families regarding college financing? To answer that question, Ruffalo Noel Levitz (RNL), Ardeo Education, and PLEXUSS surveyed 1,250 high school students from the 11th and 12th grades about how they become interested in colleges and universities, research financial aid, and plan to finance their college educations. Key findings include: (1) Nine out of 10 students believe financing college will be difficult; (2) Among 11th-grade students, 57 percent have received information on financial aid; (3) Nearly 80 percent of 12th-grade students plan to borrow to pay for college; (4) First-generation students and those without family involvement need more support; and (5) Seven out of 10 12th-grade students become interested in at least one new institution. [For the previous report "2020 High School Student Perceptions of College Financing Report," see ED611663.]

This study explores high school families' understanding of college financing. The research examines what college-bound students and parents know about financial aid, the Free Application for Federal Student Aid (FAFSA®), scholarships, and student loans. The report evaluates perceptions, exposes common misconceptions, and gauges how prepared high school families are to pay for college. To conduct this study. The research results are based on an online survey with: (1) 550 parents of high school juniors and seniors who are definitely or probably planning to continue their education beyond high school; and (2) 585 high school juniors or seniors who are definitely or probably planning to continue their education. The research was conducted between August 19, 2021, and September 20, 2021. [Research for this report was conducted by Ipsos.]

For 15 years, Sallie Mae has surveyed college students and parents of undergraduate students about their attitudes toward higher education and how they're paying for it. "How America Pays for College" explores education funding sources--from family income and savings to scholarships, grants, and borrowed funds--and evaluates trends in payment strategies over time. The report also identifies attitudes related to the value of a higher education and the steps students and parents take to make it more affordable. In addition to these themes, "How America Pays for College 2022" considers the college experience in an evolving post-COVID-19 world. It explores the expanding role of online learning, and how students prefer to learn. Sallie Mae has again partnered with Ipsos, a global independent insights and analytics company, to conduct this study. How America Pays for College 2022 reflects the results of an online survey, in English, with: (1) 953 parents of undergraduate students, ages 18 to 24; and (2) 952 undergraduate students, ages 18 to 24. The research was conducted between April 5, 2022 and May 4, 2022. [For the 2021 report, see ED615412.]

The U.S. Department of Veterans Affairs (VA), previously named the Veterans Administration, has been providing veterans educational assistance benefits, including GI Bill benefits, since 1944. The benefits have been intended, at various times, to compensate for compulsory service, encourage voluntary service, prevent unemployment, provide equitable benefits to all who served, and promote military retention. In general, the benefits provide grant aid to eligible individuals enrolled in approved educational and training programs. The newest GI Bill was enacted on June 30, 2008, as the Post-9/11 Veterans' Educational Assistance Act of 2008 (Post-9/11 GI Bill), Title V of the Supplemental Appropriations Act, 2008 (P.L. 110-252). This report provides a detailed description of the Post-9/11 GI Bill. The first section describes participant eligibility criteria. The second section indicates a participant's entitlement to benefits and the period during which the benefits must be used. The third section describes the eligible programs of education. The subsequent section explains the eligible benefit payments. The final sections illustrate key links to other programs administered by the U.S. Department of Veterans Affairs and current data on obligations and participation.

This First Look report presents selected findings about student financial aid during the 2017--18 academic year. These findings are based on data from the 2017-18 National Postsecondary Student Aid Study, Administrative Collection (NPSAS:18-AC). NPSAS:18-AC is a national study of undergraduate and graduate students enrolled any time between July 1, 2017 and June 30, 2018 in institutions that can participate in federal financial aid programs. It is also a special Administrative Collection that was conducted in 2017-18 in which only administrative data from the U.S. Department of Education's data systems, institution student records, and other national administrative data sources were compiled to yield state representative data. Data were collected between July 2018 and September 2019. The main purpose of NPSAS:18-AC is to measure how students and their families pay for postsecondary education. Specific focus is placed on federal student aid given through Title IV of the Higher Education Act. Data used in this report are from about 245,600 undergraduate and 21,300 graduate students attending 1,900 institutions in the 50 states, the District of Columbia, and Puerto Rico. The sample represents about 16.6 million undergraduate and 3.6 million graduate students enrolled at Title IV eligible institutions at any time between July 1, 2017 and June 30, 2018. [For the Summary, see ED614852.]

This Summary presents selected findings from "2017-18 National Postsecondary Student Aid Study, Administrative Collection (NPSAS:18-AC): First Look at Student Financial Aid Estimates for 2017-18. NCES 2021-476." The full report is about student financial aid during the 2017-18 academic year. These findings are based on data from the 2017-18 National Postsecondary Student Aid Study, Administrative Collection (NPSAS:18-AC). NPSAS:18-AC is a national study of undergraduate and graduate students enrolled any time between July 1, 2017 and June 30, 2018 in institutions that can participate in federal financial aid programs. [For the full report, see ED614851.]