No description available.

The purpose of this study was to describe the state competitive scholarship programs of Illinois, Indiana, Michigan, and West Virginia. The coordination and the impact of the respective programs at selected public and non-public colleges and universities within the four states were also studied. The description of the state competitive scholarship programs consisted of the: (1) origin and purpose, (2) superior body and professional staff, (3) selection of the recipients, (4) growth, (5) administration, (6) state grant and/or state loan program(s), (7) problems, (8) recommendations, and (9) future directions. The descriptive information was gathered by private interviews with each of the four state competitive scholarship directors and the eight college student financial aid directors.The review of related literature consisted of three parts: (1) the significance of the state scholarship programs, (2) the National Association of State Scholarship Programs, (3) federal student financial aid programs.The conclusions of the study were:1. The state competitive scholarship programs have a common objective to assist qualified students obtain a college education.2. The monetary scholarships are awarded according to academic ability and demonstrated financial need relative to the approved college choice.3. Applicants who are academically qualified but unable to demonstrate financial need are awarded honorary scholarships.4. Sufficient monies should be available to assist applicants at in-state institutions before consideration be given to using scholarships at out-of-state institutions.5. Concentrated efforts are made to simplify application procedures for state scholarships.6. The state scholarship programs are free from political pressure in the selection of recipients.7. The state grant awards should be used at approved public and non-public institutions.8. The state grant program should make awards on the demonstration of financial need relative to the approved college choice.9. The state loan program should make student loans only on the basis of financial need.10. The state scholarship program directors agreed that the:A. high school counselors are instrumental in the success of the state scholarship program;B. high school counselors should meet at least annually with the state scholarship personnel;C. college student financial aids officers usually coordinate the state scholarship programs satisfactorily;D. college student financial aids officers should meet at least annually with the state scholarship personnel;E. college student financial aids officer who is a generalist is more competent than a specialist11. The college student financial aids officers were in disagreement regarding the success of the state scholarship program in providing a free choice of colleges within the state.12. The college student financial aids directors agreed that an institutional scholarship should beto a state scholar if the additional need was demonstrated.13. Coordination should exist between the United States Office of Education and the state scholarship offices since the mutual concern is to financially assist qualified applicants.A recommended basic design for a state competitive scholarship program was a part of the study. The design was primarily based upon the characteristics of the Illinois, Indiana, Michigan, and West Virginia programs.The recommendations for further study are:1. A descriptive study of selected competitive scholarship programs of states which have membership another geographical association of student financial aid administrators.2. An in-depth study of the grant programs which are administered by the state scholarship commissions.3. A study to analyze a state scholarship or grant program for graduate students.4. An attitudinal study of former college students who are now repaying the guaranteed bank loans.5. A study to determine why there has been no apparent coordination between the federal government and the state scholarship commissions.

Thesis (Ph. D.)--Oregon State University, 2009. / Printout. Includes bibliographical references (leaves 175-178). Also available on the World Wide Web.

Thesis (Ph. D.)--University of Toronto, 2007. / Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2362. Includes bibliographical references (leaves 262-279).

Thesis (Ph. D.)--Southern Illinois University, Dept. of Secondary Education. / Bibliography: l. 131-133. Also issued in print.

Thesis (M.S.W.)--University of Hong Kong, 1991.

Thesis (Ph. D.)--Illinois State University, 1993. / Title from title page screen, viewed February 22, 2006. Dissertation Committee: Edward R. Hines (chair), Paul J. Baker, Donald E. Fouts, Sally B. Pancrazio. Includes bibliographical references (leaves 155-165) and abstract. Also available in print.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 198-206).

Instituto Federal do Cearà / The National Student Assistance Plan (PNAES) provides government subsidies to Federal Institutions of Higher Education (IFES) in order to combat situations of avoidance, retention and low academic performance. Trying to evaluate investment results, this study sought to examine the management of resources for student aid in combating truancy at the top level, testing the following hypotheses: a) the increase in the volume of student aid funds to minimize the phenomenon of evasion; b) the receipt of aid reduces the probability of dropping the subsidized student. From a methodology of dialectical approach, an exploratory field research in Jaguaribe campus of the Federal Institute of Education, Science and Technology of the State of Cearà (IFCE) where documentary sources on evasion and investment aid were raised between years was performed 2011 and 2014, on which statistical correlation analysis and comparison of means were performed. Considering the limitations of the research, the test results indicated the effectiveness of the receipt of aid in the decision to keep the student in the course, leading to the conclusion that investment in aid has an important administrative role in combating student dropout. From the results of the analysis, we propose a method for managing investments in aid from the use of strategic indicators (BSC). / O Plano Nacional de AssistÃncia Estudantil (PNAES) fornece subsÃdios governamentais a InstituiÃÃes Federais de Ensino Superior (IFES) no intuito de combater situaÃÃes de evasÃo, retenÃÃo e baixo desempenho acadÃmico. Buscando avaliar resultados do investimento, esta pesquisa se propÃs a analisar a gestÃo dos recursos destinados a auxÃlios estudantis no combate à evasÃo escolar no nÃvel superior, testando as seguintes hipÃteses: a) o aumento do volume de verbas destinadas a auxÃlios estudantis minimiza o fenÃmeno da evasÃo; b) o recebimento de auxÃlio reduz a probabilidade de evasÃo do aluno subsidiado. A partir de uma metodologia de abordagem dialÃtica, foi realizada uma pesquisa de campo exploratÃria no Campus Jaguaribe do Instituto Federal de EducaÃÃo, CiÃncia e Tecnologia do Estado do Cearà (IFCE), onde foram levantadas fontes documentais sobre evasÃo e investimentos em auxÃlios entre os anos de 2011 e 2014, sobre as quais foram realizadas anÃlises de correlaÃÃo estatÃstica e comparaÃÃo de mÃdias. Considerados os limites da pesquisa, o resultado das anÃlises indicou a eficÃcia do recebimento do auxÃlio na decisÃo do estudante de se manter no curso, levando à conclusÃo de que o investimento em auxÃlio tem um papel administrativamente importante no combate à evasÃo discente. A partir do resultado das anÃlises, foi proposto um mÃtodo de gestÃo para investimentos em auxÃlios a partir do uso de indicadores estratÃgicos (BSC).

Bibliography: leaves 76-77. / Given the striking inequality of access to tertiary education in South Africa, a National Student Financial Aid Scheme (NSFAS) is of great importance. Since the present NSFAS has insufficient funds and lacks a long-term plan, the objective of this study is to contribute to the development of proposals for a comprehensive, sustainable NSFAS. More specifically, the aims are to: ( 1) throw light on the current status of student financial aid at universities and technikons; (2) highlight implications for the NSFAS; and (3) consider the future role of institution-based schemes. The paper begins by drawing lessons from a selection of international literature. The main body of the text is based on responses to a survey questionnaire which included both multiple-choice and open-ended questions. All twenty-one universities and twelve out of fifteen technikons submitted written replies. The paper presents and analyses quantitative and qualitative data describing financial and administrative aspects of institutions' schemes for assisting undergraduate/pre-diplomate, full-time students. The survey revealed that half of the total resources available for financial aid came from the Tertiary Education Fund of South Africa and a quarter from institutions' general operating budgets. The remaining contributions came from various donors including Provincial Governments, non-governmental organisations, international agencies and South African private sector firms. Bursaries, and to a lessor extent loans, are the main types of financial aid received by needy students. Scholarships and sports awards are allocated according to merit rather than financial need. Differences (such as sources and types of aid) are identified between the financial aid schemes of universities and technikons, and of historically black and historically white institutions. Comparisons of aggregate data with figures presented by the National Commission on Higher Education (NCHE) showed similarities in some instances, but the NCHE's projection of gross student needs in 1996 was far greater than the resources reportedly available to institutions from all sources. Institution-based schemes do not always comply with the lessons from international experience: the aggregate bursary/loan mix is favourable; the degree of cost recovery is inconclusive; targeting of needy students is sound in theory but difficult in practice; and mortgage-type loans, rather than internationally recommended income-contingent loans, are the norm, and they have substantial hidden subsidies. Implications for the NSFAS include the following: standardisation of the means test and the definition of "legitimate" study costs is desirable on equity grounds; administrative difficulties experienced by financial aid bureaux impact on the NSF AS and therefore more resources are required in this area. With regard to the future role of institution-based schemes: a levelling of the playing fields with respect to the contributions by institutions themselves to financial aid is suggested; institution-based loan schemes may be viewed as complementary to the NSFAS (in that they target students with different characteristics), which provides a theoretical reason for the creation of a centralised mortgage-type loan scheme to harness private sector capital. Such decisions need to be based on detailed assessments of efficiency which are beyond the scope of this paper.