The Consequences of Leaving Money on the Table: Examining Persistence among Students Who Do Not File a FAFSA

Every year, millions of students who would have qualified for financial aid do not complete the Free Application for Federal Student Aid (FAFSA). Discouragingly, many of these students come from lower-income families and would have qualified for Pell Grants that do not have to be repaid. Using data from the Beginning Postsecondary Students Longitudinal Study (BPS:04/06) and logistic regression analysis, this study examined the relationship between filing a FAFSA and within-year persistence rates of first-year, fulltime college students. Results show that after controlling for background characteristics and college experience variables, students who filed a FAFSA have 72% higher odds of persisting than their peers who do not file. The effect of filing a FAFSA was even more significant among lower-income Pell Grant eligible students, as these FAFSA filers have 122% higher odds of persisting compared to their lower-income peers who did not file a FAFSA. These results emphasize the critical need for targeted public policies and institutional practices aimed at increasing FAFSA completion rates

Perspectives and Experiences of Financial Aid Counselors on Community College Students Who Borrow

Loan borrowing among community college students has increased in recent years. This study utilized original survey data to examine this trend from the perspective and firsthand experiences of 107 community college financial aid counselors from three states: California, Florida, and Texas. Findings indicate these counselors are concerned with the increase in borrowing and the prospects for future financial hardship among borrowers at their colleges. There are indications that many borrowers do not fully understand the long-term consequences of taking on loans. While students need tailored advice about borrowing and debt management, the financial aid counselorto- student ratio at many community colleges makes this extremely challenging. Findings indicate the need to reevaluate borrowing guidelines for part-time community college students, improve students’ financial literacy, and equip financial aid offices with the resources needed to meet students’ growing demand for financial aid services

Leveraging Guided Pathways to Improve Financial Aid Design and Delivery

To address low completion rates, postsecondary leaders are championing a “guided pathways” approach that puts students on a prescribed route towards graduation. Designing solutions to address low completion rates is complex; in addition to academic roadblocks, insufficient financial resources coupled with a complicated financial aid system can intensify barriers to completion, especially for students whose continued enrollment is highly dependent on financial aid. Without a comprehensive approach that specifically addresses financial aid funding shortages, students will continue to struggle to complete their programs of study. Opportunities exist to redesign the financial aid system so that the current guided pathways movement more holistically addresses the barriers to completion. This paper presents an overview of the guided pathways approach, addresses financial aid policy barriers to enrollment and program completion, and highlights recommendations for strengthening the guided pathways approach, such as forging partnerships with employers to provide training to students while in college, offering Federal Pell-eligible students the opportunity to pay a discounted rate of tuition, and investing in student peer debt advisors

Understanding Loan Use and Debt Burden Among Low-income and Minority Students at a Large Urban Community College

This study examined a sample of community college students from a diverse, large urban community college system in Texas. To gain a deeper understanding about the effects of background characteristics on student borrowing behaviors and enrollment outcomes, the study employed descriptive statistics and regression techniques to examine two separate samples of students consisting of 1) loan recipients and 2) non-loan recipients. Chen’s heterogeneous research model served as the conceptual framework in the selection of predictors of interest and outcome variables. This study primarily focused on the relationship between borrowing and enrollment outcomes of low-income and racially/ethnically diverse students. Results show that students taking on debt at Metropolitan Community College (a pseudonym) are primarily female, Black, over the age of 20, low-income, and not academically prepared. While race/ethnicity did not significantly influence cumulative debt amount, race/ethnicity did account for significant differences in the likelihood of completion or transfer for both loan recipients and non-loan recipients

Giving Up on a Course: An Analysis of Course Dropping Behaviors Among Community College Students

Excessive course dropping is costly to students and institutions. Using longitudinal transcript data, this study investigated course withdrawal patterns among 5900 students at a large, racially/ethnically diverse community college district in Texas. Two-thirds of the students dropped at least one course, and 13.5% of the total course enrollments resulted in withdrawal. Course withdrawal rates were significantly higher among students who were: male, African American, age 20–24, GED holders, academically underprepared, enrolled part-time, and had a cumulative college GPA of less than 2.0. Science, mathematics, and writing courses had high drop rates, as did Second Start and fully online courses. Dropping 20% or more of attempted courses was associated with 44% lower odds of a successful enrollment outcome. We hypothesize that community college students are rational, act in their own self-interest, and perform a cost–benefit analysis with the knowledge they possess when deciding whether to drop a particular course. However, students often overuse or misuse the course withdrawal function. Despite acting in self-interest at the moment, the decision to drop a course is often not in students’ long-term best interest, and excessive course dropping can resemble a ‘cooling out’ mechanism by which students’ reduce their aspirations toward degree completion. Recognizing community college structures and rules (e.g., withdrawal procedures, tuition refund policy) influence course dropping decisions, we describe academic policies and classroom practices that can help reduce course withdrawals. We believe that reducing course attrition is a foundational, yet often overlooked, mechanism for reducing community college attrition

Financial Aid Packaging at Community Colleges: Which types of awards packages increase student persistence?

Increasing college costs, coupled with decreasing financial aid has raised public concerns over the affordability of higher education. For the past four decades, the nation has seen the cost of tuition rise at levels that exceed inflation, and financial assistance rates that have not kept pace with that growth. Studies suggest that these financial resources play a role in influencing college attendance decisions and persistence for low-income students. This study examines the characteristics of zero-EFC students as compared to non-zero EFC students and determines the extent to which a gift-aid only, and gift-aid plus loans awards package affects the likelihood of persistence. Also, it explores the relationship between the ratio of loans-to-gift-aid, and the likelihood of persistence across income levels. By employing logistic regression, this study aims to determine if there are differential effects among financial aid award packages, and if the ratio of a loans-to-gift-aid package affects persistence by income status. Results demonstrated that a gift-aid only package, and a gift-aid plus loans package negatively influenced the enrollment outcomes of zero-EFC students and positively influenced the enrollment outcomes of high-income students. Additionally, when examining the ratio of loans-to-gift-aid for students with a gift-aid and loans package, results showed that the higher the ratio of loans to gift-aid, the higher the likelihood of persistence for all income levels. In an era where the rising costs of a college education are becoming more difficult to cover with present levels of financial aid, earning a higher education credential is possible if students are willing to take on educational debt. A comprehensive higher education plan that acknowledges financial barriers as fundamental obstacles to the college success of its lowest income students is necessary to preserving equal opportunity to upward social mobility

Understanding Loan Use and Debt Burden Among Low-income and Minority Students at a Large Urban Community College

This study examined a sample of community college students from a diverse, large urban community college system in Texas. To gain a deeper understanding about the effects of background characteristics on student borrowing behaviors and enrollment outcomes, the study employed descriptive statistics and regression techniques to examine two separate samples of students consisting of 1) loan recipients and 2) non-loan recipients. Chen’s heterogeneous research model served as the conceptual framework in the selection of predictors of interest and outcome variables. This study primarily focused on the relationship between borrowing and enrollment outcomes of low-income and racially/ethnically diverse students. Results show that students taking on debt at Metropolitan Community College (a pseudonym) are primarily female, Black, over the age of 20, low-income, and not academically prepared. While race/ethnicity did not significantly influence cumulative debt amount, race/ethnicity did account for significant differences in the likelihood of completion or transfer for both loan recipients and non-loan recipients

Distinct gut microbiomes in two polar bear subpopulations inhabiting different sea ice ecoregions

Gut microbiomes were analyzed by 16S rRNA gene metabarcoding for polar bears (Ursus maritimus) from the southern Beaufort Sea (SB), where sea ice loss has led to increased use of land-based food resources by bears, and from East Greenland (EG), where persistent sea ice has allowed hunting of ice-associated prey nearly year-round. SB polar bears showed a higher number of total (940 vs. 742) and unique (387 vs. 189) amplicon sequence variants and higher inter-individual variation compared to EG polar bears. Gut microbiome composition differed significantly between the two subpopulations and among sex/age classes, likely driven by diet variation and ontogenetic shifts in the gut microbiome. Dietary tracer analysis using fatty acid signatures for SB polar bears showed that diet explained more intrapopulation variation in gut microbiome composition and diversity than other tested variables, i.e., sex/age class, body condition, and capture year. Substantial differences in the SB gut microbiome relative to EG polar bears, and associations between SB gut microbiome and diet, suggest that the shifting foraging habits of SB polar bears tied to sea ice loss may be altering their gut microbiome, with potential consequences for nutrition and physiology

The Journal of Higher Education

Texas recently adopted a new performance-based funding (PBF) model for community colleges. Using institutional student unit record data, this study applied the metrics from this PBF model to examine enrollment outcomes among 5,900 students attending a large, racially/ethnically diverse community college system in the state. Our findings revealed stark differences in PBF apportioned to the college as a function of students' characteristics. On average, students who were Asian, age 19 or younger, pursuing academic/transfer degrees, enrolled full-time, Pell Grant recipients, and assigned to the highest-levels (i.e. closest to college-level) of developmental math procured the most PBF for the college. Conversely, African American, older adults, part-time students, GED holders, and students assigned to the lowest level of developmental math secured much less funding. To assuage undesirable consequences on institutional behavior, we recommend modifications to Texas' PBF model that could help ensure community colleges are not discouraged from serving less advantaged students.This accepted article is published as McKinney, L., & Hagedorn, L.S. (2017) Performance-Based Funding for Community Colleges: Are Colleges Disadvantaged by Serving the Most Disadvantaged Students?, The Journal of Higher Education, 2017 88(2); 159-182. doi: https://doi.org/10.1080/00221546.2016.1243948. Posted with permission