Here Today, Gone Tomorrow? Investigating Rates and Patterns of Financial Aid Renewal Among College Freshmen

Bird, Kelli; Castleman, Benjamin

doi:10.1007/s11162-015-9390-y

Cited by 29 publications

(19 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although a minor percentage of the non-takers receives nancial assistance from elsewhere (King, 2006;Kofoed, 2015), students still forgo signi cant amounts of aid they would have been entitled to (Kofoed, 2015). Bird and Castleman (2014) show that even a er having completed the application process once, 20% of eligible rst semester Pell Grant recipients do not re-le the FAFSA in the subsequent year.…”

Section: Introductionmentioning

confidence: 99%

Non-take-up of student financial aid—A microsimulation for Germany

Herber

Kalinowski

2018

Education Economics

View full text Add to dashboard Cite

SOEPpapers on Multidisciplinary Panel Data Research at DIW Berlin This series presents research findings based either directly on data from the German SocioEconomic Panel study (SOEP) or using SOEP data as part of an internationally comparable data set (e.g. CNEF, ECHP, LIS, LWS, CHER/PACO). SOEP is a truly multidisciplinary household panel study covering a wide range of social and behavioral sciences:

show abstract

Section: Introductionmentioning

confidence: 99%

Non-take-up of student financial aid—A microsimulation for Germany

Herber

Kalinowski

2018

Education Economics

View full text Add to dashboard Cite

show abstract

“…Although there are basic performance requirements for maintaining a Pell Grant such as GPA and satisfactory academic progress, initial eligibility is determined based on financial need alone (Schudde & Scott-Clayton, 2016). Pell Grant eligibility has also been utilized in other studies as a general marker of financial resources (Bird & Castleman, 2016;Phillips & Herlihy, 2009).…”

Section: Methodsmentioning

confidence: 99%

Career Exploration at an Appalachian University: Effectiveness and Pre-Existing Resources

Logue

Zins

Flynn

et al. 2019

JoSoTL

View full text Add to dashboard Cite

Many universities offer career exploration courses designed to assist students in making effective career choices; however, it remains unclear whether pre-existing resources have a significant influence on students’ ability to benefit. The purpose of this study was (a) to measure the efficacy of a career exploration course at an Appalachian institution in improving college and career decision self-efficacy and (b) to determine if the following pre-existing resources, academic readiness, academic achievement, and familial financial resources, were significant predictors of post-test college and career decision self-efficacy scores. Participants were 127 traditionally-aged, undergraduate students at a private, Appalachian university enrolled in a 15-week career exploration course. Paired samples t-tests revealed a significant positive change from pre to post-test for college and career decision self-efficacy; however, hierarchical linear regression analyses revealed no significant influence of the pre-existing resources on post-test scores for either construct.

show abstract

“…According to results from the 2008 Community College Survey of Student Engagement (CCSSE), and the 2008 FastWeb Student Loan Survey, a large number of students who would have qualified for aid, did not apply because the FAFSA was too complicated (Davidson, 2013;Bird & Castleman, 2015). For every ten first-year students, one who would have been eligible…”

Section: Navigating a Complex Financial Aid Systemmentioning

confidence: 99%

“…Additionally, the United States Department of Education developed an initiative called the FAFSA Completion Project to provide school systems with information about students who completed the FAFSA (Bird & Castleman, 2015). While studies have shown a significant positive impact of initiatives aimed at helping lower-income high school seniors complete the FAFSA (Bettinger, 2004), fewer institutional initiatives have focused on helping returning students refile.…”

Section: Navigating a Complex Financial Aid Systemmentioning

confidence: 99%

“…While studies have shown a significant positive impact of initiatives aimed at helping lower-income high school seniors complete the FAFSA (Bettinger, 2004), fewer institutional initiatives have focused on helping returning students refile. Students must complete the FAFSA annually, yet approximately 16% of Freshman Pell recipients return in their sophomore year without having refiled the FAFSA (Bird & Castleman, 2015). While sufficient Pell funding is critically important for low-income students, it is equally important that the filing processes be simple, and adequate support is provided to help students navigate both the initial application and subsequent re-application processes (Romano & Millard, 2006;Bird & Castleman, 2015).…”

Section: Navigating a Complex Financial Aid Systemmentioning

confidence: 99%

See 1 more Smart Citation

exploration of persistence among successful low-income students in North Carolina

Wylie¹

View full text Add to dashboard Cite

Community colleges serve as entryways to higher education and a sustainable future for tens of thousands of students in the United States each year and are designed to provide affordable access to education, particularly for lower-income individuals. Within the United States, postsecondary student completion is a significant issue in academia, and it presents problems of greater societal consequence. Community college students face numerous inherent risk factors, and barriers and institutions provide student support services and intervening programs to help students overcome barriers to persistence. Therefore, the purpose of this Interpretative Phenomenological Analysis (APA) study was to understand the experiences of successful lowincome community college students at one of the 58 two-year, public community colleges in North Carolina. This study was a guided by this research question: How do low-income community college students who are within six months of completing their degrees make sense of and explain their academic success? By helping colleges understand which services and interventions are effective at strengthening the success of lower-income students, this study informs the provision of support systems in place for low-income community college students and helps student services practitioners create and enhance programs that will help low-income students stay in school and graduate. This study shows that the imprint of growing up lowincome ultimately impacts students' postsecondary choices and their reactions to barriers jeopardizing their ability to persist. This study also affirms the importance of supportive relationships and the impact of positive institutional support systems.

show abstract

Here Today, Gone Tomorrow? Investigating Rates and Patterns of Financial Aid Renewal Among College Freshmen

Cited by 29 publications

References 23 publications

Non-take-up of student financial aid—A microsimulation for Germany

Non-take-up of student financial aid—A microsimulation for Germany

Career Exploration at an Appalachian University: Effectiveness and Pre-Existing Resources

exploration of persistence among successful low-income students in North Carolina

Contact Info

Product

Resources

About