ERIC Number: ED031128
Record Type: RIE
Publication Date: 1968
Reference Count: N/A
Patterns of Giving to Higher Education. An Analysis of Contributions and Their Relation to Tax Policy.
Levi, Julian H.; Vorsanger, Fred S.
Higher education is becoming increasingly dependent on voluntary private support, which is favored by US public policy and enhanced by provisions of the Federal Internal Revenue Code that authorize the deduction of amounts of such support from the doners' taxable income. But some facts relating to the character and nature of this support are lacking in government and private publications on the subject. This study was undertaken to analyze aspects of voluntary support for higher education and to determine: (1) who gives, for current and capital purposes, within recognized categories of doners, (2) who receives, within categories of institutions and in what amounts, (3) how such support is given and the proportion of outright gifts as compared to deferred and other forms of giving, (4) the subject matter of such gifts and the proportion to cash donated as compared to gifts of stock and other property, (5) amounts of doner transactions over and under $5,000, and (6) the distribution by size of gifts among various categories of donors. These data, collected from a sample of 253 institutions for the 1962-1963 fiscal year, are presented in 85 tables and analyzed in terms of their relation to federal tax policy. The sample included all institutions reporting gifts of more than $1,000,000, 50% of those in the $500,000 to $1,000,000 bracket, 10% of those in the $250.000 to $500,000 bracket, and 5% of those reporting less than $250,000. The study was based on statistical biennial reports of the Council for Financial Aid to Education. (WM)
Descriptors: Capital, Comparative Analysis, Educational Finance, Federal Legislation, Higher Education, Private Financial Support, Statistical Studies, Tax Effort
American Council on Education, 1785 Massachusetts Avenue, N.W., Washington, D.C. 20036 ($2.00)
Publication Type: N/A
Education Level: N/A
Authoring Institution: American Council on Education, Washington, DC.