Increase Financial Support for Low-Income StudentsReportar como inadecuado

Increase Financial Support for Low-Income Students - Descarga este documento en PDF. Documentación en PDF para descargar gratis. Disponible también para leer online.

Techniques: Connecting Education and Careers (J1), v83 n4 p36-38 Apr 2008

This article is part of a yearlong series that will more closely examine the recommendations made in ACTE's postsecondary reform position statement and highlight best practices for implementing each of the recommendations. The sixth recommendation in ACTE's postsecondary reform position statement is to increase financial support for low-income students. Cost barriers and the absence of strategies to increase financial aid often result in fewer opportunities for all students to access postsecondary education. Career and technical education (CTE) programs are particularly affected since data show that a high number of students from lower socioeconomic backgrounds enroll in postsecondary CTE. As the price of postsecondary education has increased, the purchasing power of federal and state need-based financial aid has decreased. Need-based grants at the state and federal level (such as federal Pell grants), and at individual institutions, must be increased to help low-income students enjoy the opportunities that education can provide. Financial aid policies should be expanded and revised to provide more support for part-time and working students--including those participating in short-term basic skills and workforce development programs that do not grant credit--in order to help move these students through the education continuum.

Descriptors: Postsecondary Education, Student Financial Aid, Vocational Education, Grants, Low Income Groups, Student Needs, Educational Change, Educational Finance, Access to Education, Educational Policy, Student Characteristics

Association for Career and Technical Education (ACTE). 1410 King Street, Alexandria, VA 22314. Tel: 800-826-9972; Tel: 703-683-3111; Fax: 703-683-7424; Web site:

Autor: Hyslop, Alisha


Documentos relacionados