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Student financial-aid programs have changed drastically over the past twenty-five years. Many new loan and grant programs have come into existence at the federal, state, and institution level over this period. While more financial-aid programs are available now than in the past, little has been published regarding the financial-aid plans of high-school seniors and the likelihood of realization of these plans for students of different socioeconomic status (SES) or ability. Nor has there been much published regarding the dropout rates of students using various forms of financial aid. The purpose of this paper was to investigate these two topics with a special emphasis on comparing loan users with users of other forms of aid. The financial-aid groups used most often in these analyses were loans only, loans in combination with other aid, other aid only, and familial aid only. Differences in SES, ability, type of school, and type of loan for students planning various types of aid were analyzed statistically using multivariate analysis of variance (MANOVA), analysis of variance (ANOVA), or Chi-square tests. Similar analyses were performed for students using various forms of financial aid in their first postsecondary schooling. Comparisons of the planners and users are made for the different types of aid and other variables. Differences in dropout rates for students in the several financial-aid categories were analyzed using ANOVA. The variables SES, ability, grade-point average, and parental income were used in these ANOVA's as blocking factors to obtain separate estimates of dropout rates for categories of these variables as well as to test for differences in these rates. The final set of analyses in this paper tested for differences in SES, ability, and grade-point average of students in the several financial-aid groups who persist, stop out, or drop out. These tests were accomplished using MANOVA. The dropout rate analyses and the persist, stopout, and dropout analyses were accomplished for academic years beginning in 1972, 1973, and 1974 and thus allow longitudinal estimates of the dropout rates and other variables tested. Data for these analyses were extracted from the National Longitudinal Study of the High School Class of 1972. Major findings follow. The planning and using analysis in this paper showed that students planning to use loans had significantly lower SES than those not planning loans. Further, when first-year loan users are compared larger percentages of low SES students were using loans than students in the two higher categories of SES. Vocational school students not only plan to use loans at higher rates than students planning other schools, but have a much higher percentage use of loans only than do students at other schools. Low SES students at these schools seem to bear a disproportionate loan burden when compared to students at other schools. Vocational students also use less desirable loan programs at higher rates than other students. When dropout rates of financial-aid groups are compared for this three-year study, it is evident the first year of schooling is critical. First-year dropout rates are higher than those in the following two years; type of aid used in the first year has an apparent effect on first-year students not indicated by the later analyses. Students relying on loans only or familial aid only have higher dropout rates than students using loans in combination with other types of aid. This phenomenon appears to affect levels of SES differentially. Low SES students have higher dropout rates when relying exclusively on loans or on family aid than do high SES students.

Thesis (Ph. D.) -- University of Maryland, College Park, 2007. / Thesis research directed by: Education Policy, and Leadership. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

Thesis (Ed. D.)--Illinois State University, 1985. / Title from title page screen, viewed July 1, 2005. Dissertation Committee: Edward R. Hines (chair), Kenneth Strand, Mary Ann Lynn, Neal Gamsky, Vernon Pohlmann. Includes bibliographical references (leaves 110-116) and abstract. Also available in print.

Thesis--Virginia Polytechnic Institute and State University. / Vita. Abstract. Includes bibliographical references (leaves 118-124). Also available via the Internet.

Thesis (D.A.)--Illinois State University, 1991. / Title from title page screen, viewed January 3, 2006. Dissertation Committee: Rati Ram (chair), John F. Chizmar, William T. Gorrell, Anthony L. Ostrosky, David D. Ramsey. Includes bibliographical references (leaves [113]-115) and abstract. Also available in print.

The purpose of this study is to examine student aid in Texas from the standpoint of history, types, sources, and administration in order to see whether the movement possibly represents any significant trend or tendencies in the privileges of secondary education in Texas.

No description available.

Este trabalho está inserido no campo das políticas sociais e educacionais de nível superior e busca analisar a política de assistência estudantil e sua materialização (abrangência e efetividade) na Universidade Federal de Itajubá UNIFEI, antes e depois do Programa Nacional de Assistência Estudantil PNAES. Para tanto, delineia uma investigação em torno do programa de assistência estudantil da Universidade Federal de Itajubá em Minas Gerais, tomando-a enquanto campo de pesquisa. Acredita-se que essa política seja capaz de promover alguma redução da desigualdade social a partir da garantia da permanência do aluno no ensino superior público federal. Com vistas a respaldar esse estudo, buscou-se alicerçar a discussão inicialmente na historicidade do ensino superior e da universidade no Brasil, apresentando as resistências sofridas nesse processo, os incentivos, as ideologias que permearam alguns dos momentos até culminar nas políticas de incentivo de acesso e de permanência no ensino superior, prioritariamente aquelas verificadas entre as décadas de 1990 e 2010. A assistência estudantil também é discutida de forma conceitual, contrapondo-a ao conceito de assistência social, já que durante a pesquisa foi verificado alguns equívocos em relação a esses termos. Buscando apreender a assistência estudantil buscou-se entender o processo histórico pelo qual o Programa Nacional de Assistência Estudantil - PNAES veio a ser consolidado. Pôde-se constatar, por meio dessa pesquisa, que o PNAES é consequência de um longo processo de lutas dos movimentos sociais e estudantis. De forma a proceder a esse estudo buscou-se investigar o campo de pesquisa, lançando mão de levantamento de dados sobre a assistência estudantil, entrevistas junto aos gestores, aplicação de questionários junto aos alunos. Ratifica-se que todos os dados coletados implicaram em rico material que será apresentado no decorrer desse estudo. / This paper takes part in the field of the social and educational policies of high education, and seeks to analyze the student aid policy and its materialization (scope and effectiveness) at the Federal University of Itajubá UNIFEI, before and after the National Student Aid Program PNAES. To do so, an investigation surrounding the student aid program from the Federal University of Itajubá is outlined, used as the research field. It is believed that this policy is capable of promoting some reduction in social inequality from the guarantee of maintaining students in federal public higher education. In order to support this study, it was sought to base the discussion on the historicity of higher education and Brazilian universities. The resistance endured during this process, the incentives, and the ideologies that permeated at some moments until culminating in policies to encourage access and remain in the higher education system, primarily those recorded in the decades between 1990 and 2010, are presented within this study. Student aid is also discussed from a conceptual standpoint, comparing it to the social assistance concept, as during the research process misconceptions were found within these terms. In an attempt to grasp student aid, it was sought to understand the historical process for which the National Student Aid Program - PNAES came to be consolidated. It can be stated, through research, that PNAES is the result of a long process of student and social movements struggles. In order for this study to be conducted, it was sought to investigate the research field, using survey data on student aid, interviews with managers, and student questionnaires. All of the data collected implicated rich material that shall be presented throughout the present study.

Este trabalho está inserido no campo das políticas sociais e educacionais de nível superior e busca analisar a política de assistência estudantil e sua materialização (abrangência e efetividade) na Universidade Federal de Itajubá UNIFEI, antes e depois do Programa Nacional de Assistência Estudantil PNAES. Para tanto, delineia uma investigação em torno do programa de assistência estudantil da Universidade Federal de Itajubá em Minas Gerais, tomando-a enquanto campo de pesquisa. Acredita-se que essa política seja capaz de promover alguma redução da desigualdade social a partir da garantia da permanência do aluno no ensino superior público federal. Com vistas a respaldar esse estudo, buscou-se alicerçar a discussão inicialmente na historicidade do ensino superior e da universidade no Brasil, apresentando as resistências sofridas nesse processo, os incentivos, as ideologias que permearam alguns dos momentos até culminar nas políticas de incentivo de acesso e de permanência no ensino superior, prioritariamente aquelas verificadas entre as décadas de 1990 e 2010. A assistência estudantil também é discutida de forma conceitual, contrapondo-a ao conceito de assistência social, já que durante a pesquisa foi verificado alguns equívocos em relação a esses termos. Buscando apreender a assistência estudantil buscou-se entender o processo histórico pelo qual o Programa Nacional de Assistência Estudantil - PNAES veio a ser consolidado. Pôde-se constatar, por meio dessa pesquisa, que o PNAES é consequência de um longo processo de lutas dos movimentos sociais e estudantis. De forma a proceder a esse estudo buscou-se investigar o campo de pesquisa, lançando mão de levantamento de dados sobre a assistência estudantil, entrevistas junto aos gestores, aplicação de questionários junto aos alunos. Ratifica-se que todos os dados coletados implicaram em rico material que será apresentado no decorrer desse estudo. / This paper takes part in the field of the social and educational policies of high education, and seeks to analyze the student aid policy and its materialization (scope and effectiveness) at the Federal University of Itajubá UNIFEI, before and after the National Student Aid Program PNAES. To do so, an investigation surrounding the student aid program from the Federal University of Itajubá is outlined, used as the research field. It is believed that this policy is capable of promoting some reduction in social inequality from the guarantee of maintaining students in federal public higher education. In order to support this study, it was sought to base the discussion on the historicity of higher education and Brazilian universities. The resistance endured during this process, the incentives, and the ideologies that permeated at some moments until culminating in policies to encourage access and remain in the higher education system, primarily those recorded in the decades between 1990 and 2010, are presented within this study. Student aid is also discussed from a conceptual standpoint, comparing it to the social assistance concept, as during the research process misconceptions were found within these terms. In an attempt to grasp student aid, it was sought to understand the historical process for which the National Student Aid Program - PNAES came to be consolidated. It can be stated, through research, that PNAES is the result of a long process of student and social movements struggles. In order for this study to be conducted, it was sought to investigate the research field, using survey data on student aid, interviews with managers, and student questionnaires. All of the data collected implicated rich material that shall be presented throughout the present study.