# Presentation: 921488

## THE IMPACT OF UNMET NEED ON ACCESS FOR LOW-INCOME STUDENTS

**THE ADVISORY COMMITTEE ON **
**STUDENT FINANCIAL ASSISTANCE**
**STAFF BRIEFING**
**SEPTEMBER 13, 2001**

## Slide 2

## MAJOR FINDINGS OF ACCESS DENIED

**MAJOR FINDINGS OF ACCESS DENIED**

## MAJOR FINDINGS OF ACCESS DENIED

**MAJOR FINDINGS OF ACCESS DENIED**

## MAJOR FINDINGS OF ACCESS DENIED

**MAJOR FINDINGS OF ACCESS DENIED**

## MAJOR FINDINGS OF ACCESS DENIED

**MAJOR FINDINGS OF ACCESS DENIED**

## MAJOR FINDINGS OF ACCESS DENIED

**MAJOR FINDINGS OF ACCESS DENIED**

## MAJOR FINDINGS OF ACCESS DENIED

**MAJOR FINDINGS OF ACCESS DENIED**

## MAJOR FINDINGS OF ACCESS DENIED

**MAJOR FINDINGS OF ACCESS DENIED**

## MAJOR FINDINGS OF ACCESS DENIED

**MAJOR FINDINGS OF ACCESS DENIED**

## MAJOR FINDINGS OF ACCESS DENIED

**MAJOR FINDINGS OF ACCESS DENIED**

## The Access Process: The Influence of Financial Factors

**The Access Process: The Influence of Financial Factors**

## Parents of high unmet need students are almost 5 times more likely to be very concerned about perceived unmet need

***Parents of high unmet need students are almost 5 times more likely to be very concerned about perceived unmet need***

***High unmet need students are almost 3 1/2 times more likely to be very concerned about college costs and financial aid***

**First Relationship: Concerns Over Perceived Unmet Need**

## Only about 3/4 as likely 

***Only about 3/4 as likely ***
***to expect to finish college***

***17 times more likely to expect no college***

**Second Relationship: Expectations as a High School Freshman**

***Almost 5 times more likely to expect ***
***only some college***

## More than 4 1/2 times more likely not to plan 

***More than 4 1/2 times more likely not to plan ***
***to attend college immediately (or was not sure)***

***Only about 6/7 as less likely to plan to attend a four-year college***

***Almost 3 times more likely to ***
***plan to attend two-year college***

**Second Relationship (Continued): Plans Following High School Graduation**

## Over 2 1/2  times more likely to take exam and not apply

***Over 2 1/2  times more likely to take exam and not apply***

***Almost 3 times more likely to not take exam and not apply***

***Over 2 3/4 times more likely to not apply***

**Compared to Students With Low Unmet Need, High Unmet Need College-Qualified 1992 High School Graduates Are:**

**Third Relationship: Test Taking and Applying**

## Over 6 times more likely to be not enrolled 

***Over 6 times more likely to be not enrolled ***
***in any institution by 1994***

**Fourth Relationship: Enrollment**

**Compared to Students With Low Unmet Need, High Unmet Need College-Qualified 1992 High School Graduates Are:**

***Only about 5/8 as likely to be enrolled ***
***in any four-year institution by 1994***

## Fifth Relationship: Persistence

***Only 1/7 as likely to complete a four-year college degree***

***About 3/5 as likely to be college-qualified***

**Compared to Students With Low Unmet Need, High Unmet Need College-Qualified 1992 High School Graduates Are:**

## Summary of The Effects of Unmet Need on College-Qualified Students

**Summary of The Effects of Unmet Need on College-Qualified Students**

## Access has both an academic and financial dimension. 
A large pool of college-qualified low-income students exists - 140,606 qualified low SES students did not go to college and 193,038 did not go to a 4-year college 
That pool will grow significantly due to demographic trends already upon us - a 20% increase in enrollment by 2010 - as well as improvements in academic preparation.
Merely to hold the line on college participation of college-qualified low-income students will require a much greater commitment of funds to need-based student aid in the future, the nation faces a shortfall of over 3.2 billion dollars.
Hence, policy analysis and development that ignore the financial dimension of access will reach false conclusions about the condition of access, the need for state and federal action, and the effects of alternative policies on access.
In particular, policy analysis and development must consider both the perceptions of finances and the direct effects of prices and subsidies on low-income students throughout the entire education pipeline. 

- A large pool of college-qualified low-income students exists - 140,606 qualified low SES students did not go to college and 193,038 did not go to a 4-year college
- That pool will grow significantly due to demographic trends already upon us - a 20% increase in enrollment by 2010 - as well as improvements in academic preparation.
- Merely to hold the line on college participation of college-qualified low-income students will require a much greater commitment of funds to need-based student aid in the future, the nation faces a shortfall of over 3.2 billion dollars.
- Hence, policy analysis and development that ignore the financial dimension of access will reach false conclusions about the condition of access, the need for state and federal action, and the effects of alternative policies on access.
- In particular, policy analysis and development must consider both the perceptions of finances and the direct effects of prices and subsidies on low-income students throughout the entire education pipeline.

**Advisory Committee Preliminary Findings**