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ERIC Number: ED472453
Record Type: RIE
Publication Date: 2003-Jan
Pages: 6
Abstractor: N/A
Fundamental Assumptions and Aims Underlying the Principles and Policies of Federal Financial Aid to Students. Research Report.
Johnstone, D. Bruce
As background to the National Dialogue on Student Financial Aid, this essay discusses the fundamental assumptions and aims that underlie the principles and policies of federal financial aid to students. These eight assumptions and aims are explored: (1) higher education is the province of states, and not of the federal government; (2) the costs of higher education are appropriately shared by taxpayers, parents, students, and philanthropists; (3) the role of the federal government has been to make up what low- and middle-income families cannot afford or can not borrow to bring at least state-sponsored public higher education within reach of any student who also will contribute through earnings and loans; (4) the role of the federal government is also to make student loans widely available; (5) the extent of state support is a policy decision appropriately made at the state level; (6) federal student aid is given without regard to academic promise or potential and with only minimal regard to performance; (7) federal aid to undergraduates, with few exceptions, is given without regard to course of study or intended occupation; and (8) the government should be the guarantor against the risk of default on student loans. Given these assumptions, it is reasonable to conclude that federal financial aid is going to be structured through Title IV, which can by no means be called a failure. Title IV is neither wrong nor broken, and need not be reformed fundamentally. (SLD)
For full text:
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: College Entrance Examination Board, New York, NY.
Grant or Contract Numbers: N/A
Note: Report from the National Dialogue on Student Financial Aid and the Pathways to College Network.