Arizona Uncertainty: Arbitrary Barriers in Accessing Institutional Need-Based Financial Aid

Autor/inn/en	Hill-Zuganelli, Dee; Cabrera, Nolan L.; Milem, Jeffrey F.
Titel	Arizona Uncertainty: Arbitrary Barriers in Accessing Institutional Need-Based Financial Aid
Quelle	In: Journal of Student Financial Aid, 47 (2017) 2, Artikel 1 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-9153
Schlagwörter	Student Financial Aid; Student Needs; Barriers; Low Income Groups; Grade Point Average; High School Students; College Students; Gender Differences; Racial Differences; Socioeconomic Influences; Disproportionate Representation; Minority Group Students; Federal Aid; Access to Education; Educational Policy; Records (Forms); Coding; Grants; Ethnic Groups; Arizona + Suchen Sie Ihr Suchwort? Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Collegestudent; Geschlechterkonflikt; Rassenunterschied; Sozioökonomischer Faktor; Education; Access; Bildung; Zugang; Bildungszugang; Politics of education; Bildungspolitik; Formularsammlung; Codierung; Programmierung; Grant; Ethnie
Abstract	Established in 2008, the Arizona Assurance Scholars Program (AASP) channeled institutional needbased aid to in-state, low-income students. Rapidly growing costs prompted three changes to the AASP eligibility requirements in 2011. We examined how these new requirements--a 3.0 or higher high school grade point average and the submission of the Free Application of Federal Student Aid (FAFSA) and admission paperwork by March 1--would affect the gender, racial, and socioeconomic composition of the program's first three cohorts if they were in effect. Results revealed disproportionate impacts on racial and ethnic minorities and widened gender gaps. Male, Latina/o, and Native American students would be at statistically greater risk for ineligibility relative to female, Asian, and White students. These findings signal the need to model the consequences of policy change, particularly when it reduces college access and undermines the equity of institutional need-based financial aid programs. (As Provided).
Anmerkungen	National Association of Student Financial Aid Administrators. 1101 Connecticut Avenue NW Suite 1100, Washington, DC 20036. Tel: 202-785-0453; Fax: 202-785-1487; e-mail: membership@nasfaa.org; Web site: http://www.nasfaa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01