S024ResearchPanelDis cussion

Slide1: 

The following is a presentation prepared for the 2005 NASFAA Conference New York City July 3-6, 2005

Research Panel Discussion: How Institutions Apply Research: 

Research Panel Discussion: How Institutions Apply Research

Research Panel Discussion: How Institutions Apply Research: 

Research Panel Discussion: How Institutions Apply Research Jeff Herman Associate Director of Student Financial Services Washington University in St. Louis Patricia Hurley Associate Dean of Financial Aid Glendale Community College Rick Shipman Director, Office of Financial Aid Michigan State University

Research in the Aid Office: 

Research in the Aid Office Research can be scary Many believe it takes special training Statistics can be very sophisticated Others at schools know more than FAAs But FAAs engage in research every day It drives decisions It is required by upper administration

Research in the Aid Office: 

Research in the Aid Office Why do we have to use research in FA? Find out where we are What’s working and what’s not Find out where we’re going Track trends Find out the best way to get there Use data to set short- and long-term objectives

Research in the Aid Office: 

Research in the Aid Office Financial aid administrators use research to support institutional goals Recruitment To describe the yield from various forms of aid Enrollment To optimize student enrollments and bill payment Retention To maximize degree completion

Research in the Aid Office: 

Research in the Aid Office Financial aid administrators use research to run the aid office effectively Establish workflows and policies Describe applicant characteristics Describe aid expenditures Argue for more institutional funds Respond to survey and data requests Respond to upper administration questions

Research in the Aid Office: 

Research in the Aid Office Basic Research Questions When will processing be completed? How many applications are ready for review? How much time does each review take? How many people are available to do the reviews? What will aid packages look like? How many dollars are available for awarding? How many eligible applicants are expected? How were funds used in prior year? How many students received how many dollars?

Research in the Aid Office: 

Research in the Aid Office Advanced Research Questions What are your applicant characteristics? What is the income profile of your applicants? How does that compare to your state profile? What is racial/ethnic and gender breakdown? How has affordability changed over time? How have your budgets increased compared to inflation? How has aid increased compared to costs? What is the change in gift aid compared to loans?

Research in the Aid Office: 

Research in the Aid Office How do we do research? We don’t reinvent the wheel We get files of your most important data We use simple tools: MS Excel or Access We ask institutional experts on data We don’t use complicated statistics

Slide11: 

Jeff Herman Associate Director Student Financial Services

Washington University in St Louis: 

Washington University in St Louis Founded in 1853 by St. Louisans Set in a metropolitan region of 2.6 million residents 169-acre Hilltop Campus includes buildings on the National Register of Historic Places Medium-sized, independent research university Leader in teaching and research Students and faculty from all 50 states and more than 90 other nations 6,509 undergraduates and 5,579 graduate and professional students 1,384 part-time students More than 90 programs and nearly 1,500 courses

Where did the FWS money go?: 

Where did the FWS money go?

Purpose: 

Purpose Sources Method Tools

History/Background: 

History/Background WU is a Campus Based Program Participant Fiscal Operations Report and Application to Participate (FISAP)- two year “delay”

History/Background: 

History/Background Decreasing FWS allocations Why? Easy Answer - decreasing Fair Share

History/Background: 

History/Background FY03 Fair Share: $2,200,000 FY04 Fair Share: $1,950,000 FY05 Fair Share: $1,700,000

Fair Share Calculation: 

Fair Share Calculation Institution Self-Help Need / National Self-Help Need * National Funds Available = Institution Fair Share

What Happened With Each Piece of the Fair Share Calculation?: 

What Happened With Each Piece of the Fair Share Calculation? (1) National Funds Available Decreases of about .5% - 1% each year (2) National Self-Help Need Increases of about 8% to 15% each year (3) Institution Self-Help Need Basically flat

Why Was Our Self-Help Need Flat?: 

Why Was Our Self-Help Need Flat? Self-Help Need Calculation Institution self-help need is the summation of self-help need for each student that filed a valid FAFSA.

Why Was Our Self-Help Need Flat?: 

Self-Help Need Calculation For each aid applicant: Average Cost - EFC = Need (Note: 25% of average cost is cap for undergrads) (Other variable - number of aid applicants) Why Was Our Self-Help Need Flat?

What Happened With Each Piece of the Self-Help Need Calculation?: 

What Happened With Each Piece of the Self-Help Need Calculation? (1) EFC Constants given by ED - no major changes (2) Average Cost (3) Number of Aid Applicants

What Happened With Each Piece of the Self-Help Need Calculation?: 

What Happened With Each Piece of the Self-Help Need Calculation? Average Cost and Number of Aid Applicants FY02 Result/ FY03 Result/ FY04 Calc. FY05 Calc. Avg. UG Tuition and Fees $20,100 $18,100 Total UG Tuition and Fees $158,700,000 $161,200,000 UG Enrollment 7,900 8,900 UG Aid Applicants 3,000 2,900

What Happened With Each Piece of the Self-Help Need Calculation?: 

Enrollment - Registrar Spike in non-traditional programs (lower cost diluted the average) Aid Applicants - Evening School Financial Aid Coordinator Increase was in employee enrollment, due to a change in benefit. Since all tuition was paid - no FAFSA was filed. What Happened With Each Piece of the Self-Help Need Calculation?

What Could We Do?: 

What Could We Do? (1) Ask employees to stop using the benefit (2) Inflate the tuition - that the University pays anyway - to drive the average cost back up (3) Require more students to file the FAFSA

What Can We Do? Requiring More Students to File the FAFSA: 

What Can We Do? Requiring More Students to File the FAFSA Require FAFSAs from all: (1) Students receiving a benefit because their parent(s) work at the University (2) Students receiving scholarship support from the University (3) Students receiving a benefit because they, or their spouse or their domestic partner work at the University

What Would We Gain by Requiring More Students to File the FAFSA?: 

What Would We Gain by Requiring More Students to File the FAFSA? To determine the estimated additional FWS allocation: (1) Identify additional students in each population (2) Distribute students across the EFC constants (3) Calculate a self-help need for each student and sum them (4) Calculate our estimated Fair Share with the additional self-help need from each population (5) Calculate our estimated FWS allocation with the additional Fair Share from each population

What Would We Gain by Requiring More Students to File the FAFSA?: 

What Would We Gain by Requiring More Students to File the FAFSA?

What Happened?: 

What Happened? So far... E-mail to our Executive Vice Chancellor - explained what happened Still to do… Formal presentation - with FY06 figures - of proposal

Summary: 

Summary Sources ED; Allocation Memos and Instructions; University databases - Student Accounting and Financial Aid; University personnel Method Dig method - keep asking “Why?” and “How?” Tools Phone; FOCUS - database reporting program; EXCEL

Slide32: 

Patricia Hurley Associate Dean of Financial Aid

Glendale Community College: 

Glendale Community College Founded in 1927 Located in Glendale, CA One of California's largest two-year colleges Comprehensive range of programs Over 20,000 students

Statistics never lie, they just tell different truths.: 

Statistics never lie, they just tell different truths. You can find statistics to support almost any position. Use data to your advantage!

Why do research?: 

Why do research? Find out where you are What’s working and what’s not Find out where you’re going Track trends Find out the best way to get there Use data to set short and long-term objectives

Qualitative vs. Quantitative Research: 

Qualitative vs. Quantitative Research Quantitative: Facts – only the facts – ma’am Use institutional data bases Analysis of large surveys Significant sample size Validity testing Qualitative: How did you feel about that? Focus groups, case studies, interviews Less data, more depth Opened-ended survey questions Representative sample size

Who are you doing it for?: 

Who are you doing it for? Board or college administration Your boss Your staff Students Faculty committee Media Research office Publications

How we use research at GCC:: 

How we use research at GCC: Oral presentations to faculty and other groups Written annual report Program Review report Accreditation Self-Study Public relations/media Evaluating department performance Provide data requested by other offices Federal or state reports

Institutional Data Resources: 

Institutional Data Resources GCC home-grown mainframe system IT Programming Staff GCC Research & Planning Office Annual institutional demographic report Annual student satisfaction survey Financial Aid management system (SAFERS)

Evaluating Office Performance: 

Evaluating Office Performance Student surveys Recipient satisfaction FA outreach impact Track file processing Staff workload comparison ISIR volume Processing timelines

Example: Student Survey Question: 

Example: Student Survey Question How can the Financial Aid Office be improved?

Example: Tracking Workload Data: 

Example: Tracking Workload Data

Getting a Snapshot: 

Getting a Snapshot

Reports, Presentations & Data Requests: 

Reports, Presentations & Data Requests Overview of financial aid funds Trends and year-to-year comparisons Highlight specific programs Compare financial aid recipient demographic data to institutional data

ACCREDITATION: 

ACCREDITATION WASC Student Learning Outcomes Determine student behavior objectives Establish base Surveys Available data Implement plan or process to improve outcome Re-measure student behavior and evaluate progress Plan, Implement, Evaluate, Revise Plan………

Example: SLO Survey Question: 

Example: SLO Survey Question

CHARTS & THINGS: 

CHARTS & THINGS Same data – Different result

Transforming words & numbers : 

Transforming words & numbers Data: Percentages Timelines Comparing groups or sets Most Common Types: Table, Bar Graph, Pie Chart, Trend Lines, Scatter Chart Tools Tables, Excel, SPSS

Slide50: 

GLENDALE COLLEGE FINANCIAL AID PROGRAMS: COMPARATIVE DATA

Example: A Data “Make-Over”: 

Example: A Data “Make-Over”

Example: Student Survey QuestionHow did you first find out about financial aid?: 

Check all that apply: __39__ High school counselor __50__ Friends __13__ High school teacher __28__ Family __39_ GCC Counselor ___7__ Class Schedule ___7__ GCC instructor __13__ Brochure __17__ GCC website __10_ Campus banners/signs Example: Student Survey Question How did you first find out about financial aid?

Example: Comparing Hispanic BOG Recipients to All BOG Recipients: 

Example: Comparing Hispanic BOG Recipients to All BOG Recipients

Line Chart with source data: 

Line Chart with source data

Bar Chart: 

Bar Chart

Pie Charts: 

Pie Charts 1999 – 2000 BOG Recipients – 25% Hispanic 2003-2004 BOG Recipients – 24% Hispanic

WEB SITES: 

WEB SITES Why re-invent the wheel? It’s too much work!

WEB Sites: 

WEB Sites Use national and state data to provide context, contrast or support your point It’s usually ok to steal as long as you cite Many graphics can be copied and pasted Make sure you are defining terms the same way as your sources (i.e., attempted units) Check the data source

Data Resources: 

Data Resources State data California Community Colleges Chancellor’s Office Data-Mart California Postsecondary Education Commission National data: USDE/OFAP, Tom Mortenson, IPEDS, College Board “Trends” report, Financial Aid Advisory Committee, Higher Ed Associations, Chronicle of Higher Education, NASFAA Journal

Slide61: 

Rick Shipman Director Office of Financial Aid

Michigan State University: 

Michigan State University Founded in 1855 in East Lansing, MI Land grant institution 5,200 acre campus Over 49,000 enrolled students 14 colleges - 3 medical, 1 law Over 200 degree programs Students from all 83 Michigan counties, all 50 US states, and about 125 other countries

Net Cost Example: 

Net Cost Example Question: How has net cost changed over the past decade? How do we define net cost? Cost of Attendance minus Average Gift Aid What was net cost in 1995? What is net cost in 2005? What is the inflation adjusted difference, if any, and why?

Net Cost Example: 

Net Cost Example From OFA records (Budget History and Annual Report) 1995 COA = $9824 Average Aid = $4580 Net Cost = $5244 Net Cost in 2005 Dollars = $6689 (BLS CPI Calculator) 2005 COA = $15144 Average Aid = $8396 Average Tax Credit = $350 Net Cost = $6398 Conclusion Average costs have decreased by $291 over the past decade.

Pell Grant % Example: 

Pell Grant % Example Question: How has our share of Pell Grant recipients changed over the past decade? What was # of 1994 undergraduates What was # of 1994 Pell Grant recipients? What is # of 2004 undergraduates? What is # of 2004 Pell Grant recipients? What is the difference, if any, and why?

Pell Grant % Example: 

Pell Grant % Example From OFA records (FISAP and Annual Report) 1994 Number of Undergraduates = 32687 Number of Pell Grant Recipients = 6379 Percent of Pell Grant Recipients = 19.5% 2004 Number of Undergraduates = 36773 Number of Pell Grant Recipients = 6655 Percent of Pell Grant Recipients = 18.1% Conclusion Pell Grant recipients have declined very modestly over the past decade, with the decline likely due to increased college costs and stagnant federal and state financial aid.

Pell Grant % Example: 

Pell Grant % Example A new question raised by the finding is the degree to which the conclusion is a single year to year anomaly or a fair representation of the general trend.

Pell Grant % Example: 

Pell Grant % Example

Assured Access Example: 

Assured Access Example Question: What would a no loan packaging policy for needy students cost? How do we define needy students? Dependent Resident At or below poverty level Use parent + student income How much need remains after gift & work aid Ignore need or merit basis of gift & work aid Project cost increase to full implementation

Assured Access Example: 

Assured Access Example OFA employee used MS Access to determine the number of dependent resident students with FAFSA’s filed 14189 The student and parent income was combined and compared to the US Census Bureau poverty levels

Assured Access Example: 

Assured Access Example Applicants meeting the poverty level criteria were arrayed by class

Assured Access Example: 

Assured Access Example Aid was analyzed for the group

Assured Access Example: 

Assured Access Example For a phase-in approach… Year 1 loan replacement = $2.6 Million Year 2 loan replacement = $4.4 Million Year 3 loan replacement = $6.2 Million Year 4 loan replacement = $7.7 Million

Additional Resources: 

Additional Resources Websites National and state data provides context, contrast, or supports your point It’s usually okay to steal and cite Some graphics can be cut and pasted Define terms the same as your sources Check source of data if in doubt

Additional Resources: 

Additional Resources NASFAA Website www.nasfaa.org Research News / Tools menu link Student Aid Research Center link Annotated Bibliography on Student Financial Aid Tools, Tips, and Resources for FAAs Screen capture on next page

Additional Resources: 

Additional Resources Inflation Calculator on the Web www.data.bls.gov/cgi-bin/cpicalc.pl Provides $ adjustments based on CPI Calculates years 1913 through 2005 Screen capture on next page

Additional Resources: 

Additional Resources National Center for Education Statistics NCES www.nces.ed.gov Integrated Postsecondary Education Data System IPEDS College Opportunities On-Line COOL Screen captures on next 3 slides

Additional Resources: 

Additional Resources Advisory Committee on Student Financial Assistance www.ed.gov/about/bdscomm/list/acsfa/edlite-index.html College Board www.collegeboard.com Common Origination and Disbursement (COD) www.cod.ed.gov Information for Financial Aid Professionals www.ifap.ed.gov Postsecondary Education Opportunity www.postsecondary.org US Census Bureau www.census.gov

Research Panel Discussion: How Institutions Apply Research: 

Research Panel Discussion: How Institutions Apply Research ??? QUESTIONS ??? Jeff Herman Jeff_Herman@wustl.edu Patricia Hurley phurley@glendale.edu Rick Shipman shipmanr@msu.edu