ERIC Number: EJ713268
Record Type: Journal
Publication Date: 2005-May-5
Reference Count: N/A
The Costly College Game: How Will Low-Income Students Attain Degrees when Tuitions Continue to Increase and Customary Sources of Financial Aid Remain Stagnant?
Black Issues in Higher Education, v22 n6 p22 May 2005
The strong urgings of family, economists and educators have been heard: Students in record numbers have picked up the challenge of higher education and are headed for college. And leading the march through the college gates have been young men and women sometimes notable by their absence--Black, Hispanic and American Indian, and students from low-income families. University enrollment in the United States is expected to reach 16 million students by 2015, an increase of 2.6 million from 1995 enrollment numbers, according to a report by the Educational Testing Service. Policymakers and manpower experts have hailed this growing college attendance as vital to the nation's future, creating a reservoir of trained and educated participants in the knowledge-based industries that fuel much of today's national and worldwide economic growth. Demographic projections show that--ready or not--women and minorities must provide a larger share of the talent, imagination and energy in the economy of the 21st century. Behind this good news, however, lies a major bump in the road. In tandem with college attendance, the costs of going to college are growing fast, jumping annually even faster than either inflation or the general cost of living. Latest figures compiled by the College Board, in fact, showed an annual jump of more than 10 percent in the costs of attending four-year public colleges, up $824 to $11,354 a year. The cost of attending private colleges, on average, rose some 6 percent, or $1,459 to $27,516.
Descriptors: Student Costs, Tuition, College Attendance, Enrollment Trends, Low Income Groups, Minority Groups, Postsecondary Education, Paying for College, Student Financial Aid, Federal Aid
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: United States