By Janai Raphael, Graduate Assistance for Research and Data Analysis
It can be hard to keep up with all of the latest reports. Acknowledging that, here are summaries of three recent interesting pieces of research.
5 Takeaways on Low- and Very-Low-Income Students
To better understand poverty’s impact on America’s college students, the National Center for Education Statics (NCES) analyzed a national sample of almost 90,000 undergraduate students in 2015-16 and compared the demographics, enrollment, financial aid, and costs of attendance of low- and very-low-income students to students whose families live above the poverty line. Very-low-income students were defined as students whose family incomes fell below 50% of the federal poverty line, while low-income families’ income fell between 50% and 100% of the poverty line. Below are some interesting findings from the report:
In 1999-2000, 9% of all U.S. undergraduate students were low-income, while 7% of all undergraduates were very-low-income. By 2015-16, both figures grew; in that year, 14% and 17% of undergraduates were low- and very-low-income, respectively. Higher percentages of low-income and very-low-income students are female.
While 57% of dependent students above the poverty level attended school full time, only 45% of low-income and 43% of very-low-income dependent students enrolled full time. Within both groups of low-income students, 10% worked more than 35 hours per week. Only 8% of students above the poverty level spent as much time working.
Low- and very-low-income independent students took out loans more frequently than independent students above the poverty line. The trend reversed for dependent very-low- and low-income students who took out loans at lower rates than their above-the-poverty-line peers.
Both groups of low-income independent students also took out smaller loan amounts than their above-poverty counterparts. Low-income and very-low-income students borrowed an average of $10,200 and $9,900, respectively. Independent students above the federal poverty level borrowed an average of $10,400.
Very-low-income students are likely to face aid gaps that are a substantial portion, if not more than, their families' annual income. The average out-of-pocket net price of attendance for low-income students was $9,500. For a family of three, 50% of the federal poverty level is $9,895.
Testing a Multiple Measures Placement System for Remedial Education
It is common for colleges and universities to rely solely on placement tests to determine which students should enroll in developmental education courses before beginning their degree programs. Unfortunately, this often leads to over-placement, which can be timely and costly for students. Researchers from the Center for the Analysis of Postsecondary Readiness (CAPR) partnered with staff from seven State University of New York (SUNY) community colleges to create a new system that uses placement tests, in addition to SAT scores, high school transcripts, and college outcomes, to make better placement decisions.
After only one semester, the study revealed the new placement system had a positive impact on credit hours earned, the percentage of students who passed a course with a C or higher, and the percentage of students who subsequently enroll in a course.
The Wisconsin Scholars Grant
The Wisconsin Scholars Grant (WSG) is a statewide, need-based program created to help low-income students to and through college. Eligibility is determined by the FAFSA and students’ college admissions records. WSG participants receive $1,800 per year to attend one of Wisconsin’s public, two-year institutions; students who choose to enroll at an in-state, public four-year institution are awarded $3,500 each year.
WSG evaluators found that the grant did not have a significant impact on credit hours earned or student persistence. Researchers also discovered a substantial gap between the number of students who were offered the WSG grant and those who received funding. This gap was likely caused by students failing to complete and return the required paperwork; other students may not have received the necessary forms. Many students who were initially eligible and received funding also failed to maintain funding eligibility over time.
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