ERIC Number: ED468160
Record Type: Non-Journal
Publication Date: 2002-Aug
Reference Count: N/A
The Policy of Choice: Expanding Student Options in Higher Education. The New Millennium Project on Higher Education Costs, Pricing, and Productivity.
Cunningham, Alisa Federico
This report discusses what college choice means and how it works. Exploring in some detail the various definitions of choice, the report reveals what is known about the factors that influence students decisions, and the current status of choice. The analysis focuses on choice in relation to federal need-based financial aid policy. Higher education policy about choice has evolved from focusing on whether students have a choice of public versus private institutions to examining whether students can choose between a two-year college, a for-profit institution, or a four-year institution. In 1999-2000, 62% of all first-year undergraduates were enrolled at public two-year institutions, and 19% attended public four-year institutions. First-year undergraduates with nontraditional characteristics were more likely to attend lower priced two-year institutions. Data reveal that patterns of enrollment have changed over the period 1989-1990 to 1999-2000, suggested a movement toward lower-priced institutions, especially community colleges, for many students. Data also show that the choice of a more expensive institution is relatively more costly for students from low-income backgrounds than for students with high-income backgrounds. The report highlights key areas to consider in future policy discussions of college choice. (Contains 10 tables and 40 references.) (SLD)
Descriptors: College Applicants, College Choice, Costs, Educational Finance, Higher Education, Institutional Characteristics, Paying for College, Private Colleges, Public Colleges, Student Financial Aid
For full text: http://www.ihep.com/Pubs/PDF/Choice20020805.pdf.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Ford Foundation, New York, NY.; Education Resources Inst., Boston, MA.
Authoring Institution: Institute for Higher Education Policy, Washington, DC.