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ERIC Number: ED574810
Record Type: Non-Journal
Publication Date: 2017-Mar
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
Performance Requirements in Need-Based Aid: What Roles Do They Serve, and Do They Work? Research Brief
Scott-Clayton, Judith; Schudde, Lauren
Center for Analysis of Postsecondary Education and Employment
Satisfactory academic progress (SAP) requirements have existed in some form in the federal student aid programs for nearly 40 years--and have become increasingly strict--yet only limited research exists regarding their motivations and consequences. In this brief, the authors discuss two recent CAPSEE studies they conducted that examine the consequences of SAP policy for first-time community college students in two separate, anonymous states. They discuss the underlying motivations for the policy, examine how students are affected, and assess the implications for program efficiency and equity. [Elizabeth Ganga and Rachel Yang Zhou contributed to this brief.]
Center for Analysis of Postsecondary Education and Employment. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212.678.3091; e-mail: capsee@columbia.edu; Web site: http://capseecenter.org
Publication Type: Reports - Research
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: Center for Analysis of Postsecondary Education and Employment (CAPSEE)
IES Funded: Yes
Grant or Contract Numbers: R305C110011