Untapped Financial Aid

 
  Untapped Financial Aid Yvette J. Brown | CWK Network
 
 
  You hear it everyday. A lot of money just goes wasted because students neglect to apply.”

Lakai Newman, 19


  Related Information What Parents Need To Know Resources

Lakai Newman, 19, is a sophomore at Emory University, a private university in Atlanta, Ga. The annual cost is more than $ 40,000. “As far as my financial situation and for my parents’, it (was) necessary for me to have financial aid in order to attend,” he says.

According to new research, almost 2 million low- and moderate-income college students eligible for federal financial aid failed to apply. “I think probably the number one reason is that there is the assumption, ‘We don’t qualify. We’re not eligible,’” explains John Sisk, assistant director of financial aid and admissions at Emory University.

The truth is, says Sisk, some type of financial aid is available for every student who applies, whether it’s work-study or grants or loans.

The first step to accessing the money is filling out an application. “It’s four pages long, and that sometimes stops people right there. ‘I’m not going to waste my time; we’re not gonna get anything,’” says Sisk. “Well, I know what happens if you don’t apply, let me find out what happens if you do.”

Experts say apply early, and don’t assume you won’t qualify. While many millions of dollars are available, Mr. Sisk says, if you don’t apply “certainly, those monies do go untapped, you could say. They’re certainly not loaned out; they’re not given out.”

“You hear it everyday,” says Lakai. “A lot of money just goes wasted because students neglect to apply.”

Even though Lakai comes from a middle class family, he still qualified for work-study, a federal loan and a grant from his school. And now that the financial challenge has been met, he can focus on another challenge. “I’m in hopes of going on to med school and becoming a plastic surgeon,” he says.

By Amye Walters
CWK Network, Inc.

About 9 million college students will receive some type of federal assistance this year, and about 75 percent of all undergraduates whose parents’ incomes are less than $30,000 filed a Free Application for Federal Student Aid (FAFSA). The FAFSA is the first step in obtaining federal, state and university monies.

Some students who don’t submit the FAFSA do receive grants from outside sources. Almost one-quarter of all students who did not file a FAFSA for the 1999–2000 academic year received some form of assistance such as employer assistance (9 percent), institutional non–need-based aid (5 percent) or private grants or loans (4 percent). A smaller fraction obtained money from other sources: veterans’ and military benefits, vocational rehabilitation grants, and tuition waivers for college and university staff or their dependents.

The Pell Grant is the nation’s single largest grant program. Pell Grant eligibility is calculated by subtracting the expected family contribution from the maximum Pell Grant award. The difference is then adjusted based on the student’s total price of attendance and attendance status. This determines eligibility and the grant amount. Few students whose family income exceeds $40,000 (considered the two lowest income brackets) receive Pell grants, but students without Pell Grants can get other federal aid like subsidized student loans.

The federal student aid programs award funds to eligible students regardless of the date of their application, but that is not the case for many state and institutional aid programs, which distribute most or all available funds to students who apply by a set deadline. In most states, that deadline is April 1. However, FAFSA applicants who submit their form late in the year risk receiving less aid.

  • Half of enrolled undergraduates failed to complete a FAFSA.
  • A study by the American Council on Education concludes 850,000 students not filing the FAFSA would have been eligible for a Pell Grant.
  • Sixteen percent of non-applicants attending full time, 13 percent of half-time non-applicants and 11 percent of less-than-half-time non-applicants may have been eligible to receive Pell Grants.
 
By Amye Walters
CWK Network, Inc.

Dependent students who are age 24 or younger, unmarried, have no children and are not veterans are considered dependents. All other students are considered independent. Parental income and assets are considered when assessing the aid eligibility of dependent students, but are not considered for independent students. In 1999–2000, 49 percent of undergraduates were independent.

All federal grants and loans — and state and institutional grants — are available to students who attend half time. Less-than-half-time students generally take only one course per term. Even less-than-half-time students can qualify for Pell Grants and some other federal programs.

Low-price community colleges enroll 40 percent of all undergraduates and enroll almost 3-in-5 students who do not apply for aid. Dependent and independent community college students in the two lowest income brackets accounted for almost 1 million non-applicants. Despite the low tuition at community colleges, these students likely would have benefited from receiving financial aid.

The most common responses students gave for not filing a FAFSA were: the family and/or student could afford to pay (41 percent), family income was too high to qualify (24 percent) or they missed the application deadline (9 percent). Low-income students were fairly likely to say that they did not apply for aid because they or their family could afford to pay (28 percent of dependent students and 39 percent of independent students). Consider the following:

  • The government has worked to simplify the FAFSA form, but it still runs four pages and several worksheets.
  • Your child can look to the Financial Aid Department at his or her college or university. Someone within that department can help with filing the FAFSA.
  • Even students who receive other forms of aid can benefit from filing a FAFSA.
  • One of every five dependent low-income students and one of every four independent low-income students failed to take advantage of most government and institutional financial aid programs because they did not submit a FAFSA.
 

American Council on Education
Wall Street Journal

Humanitarian Aid for Iraq

  1. aid
   

Education Feature
Humanitarian
Aid for Iraq
By Adam Wilkenfeld
CWK West Coast Bureau Chief
 

“They’ve
DONE something, on a personal level, to help and assist in
a situation that is really overwhelming for them.”
-Stephen McNeil, American Friends
Service Committee-

A month before the first bombs dropped, 13-year-old
Karina and her seventh-grade class were emailing their pen pals
in Baghdad.

One child wrote back: “The school is about to be empty.
All of my dear friends have left. People’s faces are
haunted with fear, our eyes never did sleep. We’re afraid
of many things.”

That was one of the last letters from Iraq, and now Karina
wonders if her friends are safe.

“They’re drinking contaminated water; they don’t
hardly have any food. And to be hearing those bombs fall …”
she says.

Even if your children don’t know anyone in Iraq, they
still hear about the war everywhere they turn, and that can
be overwhelming. Regardless of their political views, experts
say that your children need personal ways to express themselves
– to feel like they have a voice.

Karina and her classmates are getting involved by packing
bags of humanitarian supplies for Iraqi refugees. Other good
ways to stay active, and helpful, may be to write letters
to American soldiers or donate blood.

Nancy McGarrah, a clinical psychologist, says that teens
may be anxious about the war but that with a parent’s
help, that anxiety can be turned into positive action. She
suggests that you challenge your child.

“[Ask] what can you do to help people around the world
right now? And try to get their energy motivated that way
in a positive sense,” she says.

Even if small actions, like a humanitarian kit with soap,
toothpaste and other toiletries, probably won’t make
the difference between life and death in Iraq, experts say
these steps could help your child feel less anxious and afraid
– and more empowered.

“I decided just to help, and that makes me feel better,
like I’m expressing my feelings,” 14-year-old
Huber says.

“I feel that I am making a difference because they
say that the youth is our future, and I think it is true,”
Karina agrees.

 

The terrorist attacks
in New York and Washington on September 11, 2001, created
a wave of patriotism that is sweeping across the country.
It can be seen in flags flying from front porches and in the
sea of red, white and blue ribbons. It can also be seen in
children, as they sell lemonade from homemade stands to raise
whatever money they can for victims and families that suffered
in the attacks. This time of tension and uncertainty is also
an opportunity to teach children about love of country and
what it means to be a “good citizen.”

As a family, you can take several steps to learn about patriotism
and respectful allegiance to America. The Yuba County (California)
Office of Education recommends the following strategies:

  • Teach your children the words to the Pledge of Allegiance
    and the National Anthem.
  • Tell your children about relatives who have served in
    the armed forces.
  • Talk to your children about what America means to you
    and why your family came to America.

In classrooms, teachers can use the following strategies:

  • Recite the Pledge of Allegiance each morning.
  • Encourage students to share why they think people should
    love America.
  • Memorize the Preamble of the Constitution of 1787.

In high school classrooms, teachers can use the following
strategies:

  • Patriotism can be twisted to make people do things that
    they ordinarily would not do. Discuss the limits of a citizen’s
    patriotic duty.
  • Discuss the relationship between political dissent and
    patriotism. Is it unpatriotic to dislike the president or
    the government’s policies?
  • Discuss the benefits of the unifying tendency of patriotism
    to individuals and for the nation.
 

How can your instill the values of good citizenship
in your child? According to the Heritage Foundation, a non-profit
group in Washington, D.C., you can lead your child by example:

  • Vote regularly and in an informed
    manner.
    Provide transportation for an elderly neighbor.
  • Talk to your child about what
    it means to be an American.
    Take time as a family
    to read the Declaration of Independence, the Constitution
    and the Bill of Rights. Add samples of American history
    to your child’s bedtime stories. Ask him or her to tell
    you something the or she has learned about America. Tell
    your child what freedom mans to you.
  • Hold elected officials accountable
    after the election.
    And if they aren’t, then consider
    running yourself!
  • Be informed. Read the newspapers
    every day.
  • Get involved. Make your
    voice heard and your presence felt through professional
    organizations, political campaigns and civic groups.
  • Pick an issue that affects your
    family and become an activist.
    Attend school board
    meetings.
  • Get on mailing lists.
  • Volunteer. Don’t rely on
    the government to do what you should be doing as a good
    citizen.
  • Contribute. It is important
    to back up your commitment and your time with your financial
    support.
 

Heritage
Foundation

Yuba
County (California) Office of Education