ERIC Number: EJ1385166
Record Type: Journal
Publication Date: 2019
Pages: 31
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0884-9153
EISSN: N/A
Reassessing the Role of Federal Aid Policy in Financing 21st Century Higher Education for Underserved Groups: Recent Trends, Contemporary Problems, and New Proposals
Serna, Gabriel R.
Journal of Student Financial Aid, v48 n2 Article 2 2019
This review explores the expanding role of federal aid policy considered from a contemporary and social justice perspective. It highlights recent trends in aid policy as well as difficulties that arise from the current system. Next, the review takes up an analysis of current aid policy that carefully considers equity and efficiency as primary criteria for funding public higher education. Through a meticulous review of the most up-to-date literature and data it then moves on to new proposals to increase equity, efficiency, and effectiveness with an eye toward increasing access and attainment. Indeed, a general takeaway from this review is that the federal role in financing 21st Century higher education is unlikely to diminish. Finally, research clearly points to what works, an important question however, is whether policy can be made to align with what is known about lowering financial barriers for underserved groups, particularly under the new Trump Administration.
Descriptors: Federal Aid, Financial Support, Educational Equity (Finance), Educational Policy, Student Financial Aid, Low Income Students, Disadvantaged, Trend Analysis, Higher Education, Student Loan Programs, Tax Credits, Military Personnel, Veterans, Veterans Education, Work Study Programs, Grants, Program Effectiveness, Barriers, First Generation College Students
Center for Economic Education at the University of Louisville. Porter Building, 1905 South 1st Street, Louisville, Ky, 40292. e-mail: jsfa@louisville.edu; Web site: https://ir.library.louisville.edu/jsfa/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education; Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A