Written for administrators, faculty, and staff in Higher Education who are working with low income and first-generation college students, Recognizing and Serving Low-Income Students in Higher Education uncovers organizational biases that prevent post-secondary institutions from adequately serving these students. This volume offers practical guidance for adopting new or revised policies and practices that have the potential to help these students thrive. This contributed volume is based on empirical studies that specifically examine the policies and practices of postsecondary institutions in the United States, England, and Canada. The contributing authors argue that discussions of diversity will be enriched by a better understanding of how institutional policies and practices affect low-income students. Unlike most studies on this topic, this volume focuses on institutional rather than federal, state and public policy. Institutional policies and practices have been largely ignored and this volume lifts the veil on processes that have remained hidden.

This book explores learning outcomes for low-income rural and township youth at five South African universities. The book is framed as a contribution to southern and Africa-centred scholarship, adapting Amartya Sen's capability approach and a framework of key concepts: capabilities, functionings, context, conversion factors, poverty and agency to investigate opportunities and obstacles to achieved student outcomes. This approach allows a reimagining of 'inclusive learning outcomes' to encompass the multi-dimensional value of a university education and a plurality of valued cognitive and non-cognitive outcomes for students from low-income backgrounds whose experiences are strongly shaped by hardship. Based on capability theorising and student voices, the book proposes for policy and practice a set of contextual higher education capability domains and corresponding functionings orientated to more justice and more equality for each person to have the opportunities to be and to do what they have reason to value. The book concludes that sufficient material resources are necessary to get into university and flourish while there; the benefits of a university education should be rich and multi-dimensional so that they can result in functionings in all areas of life as well as work and future study; the inequalities and exclusion of the labour market and pathways to further study must be addressed by wider economic and social policies for 'inclusive learning outcomes' to be meaningful; and that universities ought to be doing more to enable black working-class students to participate and succeed. Low-Income Students, Human Development and Higher Education in South Africa makes an original contribution to capabilitarian scholarship: conceptually in theorising a South-based multi-dimensional student well-being higher education matrix and a rich reconceptualisation of learning outcomes, as well as empirically by conducting rigorous, longitudinal in-depth mixed-methods research on students' lives and experiences in higher education in South Africa. The audience for the book includes higher education researchers, international capabilitarian scholars, practitioners and policy-makers.

This document presents hearing testimony and prepared statements, letters, and supplemental material concerning the use of the United States tax collection system for collecting postsecondary education student loans and developing a repayment system that is income-sensitive. Among those presenting testimony are the following: Michael S. Bigelow, Deputy Assistant Commissioner, Returns Processing, Internal Revenue Service; New Jersey U.S. Senator Bill Bradley; Connecticut U.S. Representative Sam Gejdenson; Stacey Leyton, Vice President, United States Student Association; and Illinois U.S. Senator Paul Simon. Those individuals presenting prepared statements and other material include the following: Minnesota U.S. Senator Dave Durenberger; Pennsylvania U.S. Representative Joseph M. Gaydos; Jerry Davis, Vice President, Research and Policy Analysis, Pennsylvania Higher Education Assistance Agency; Connecticut U.S. Senator Joseph I. Lieberman; and Joseph A. Russo, Director of Financial Aid, University of Notre Dame (Indiana). In addition, prepared information was submitted by a professor, financial aid directors, an education consultant, and representatives from the American Association of Community and Junior Colleges and the Coalition of Higher Education Assistance Organizations. Included are the texts of Senate Bill 1845 entitled "Financial Aid for All Students Act of 1991" and House of Representatives bills 3050 and 2336. (GLR)

This book examines how previously excluded high-achieving, low-income students are faring socially and academically at an Ivy League college in New England. In the past, research conducted on low-income students in elite schools focused mainly on the admissions process. As a result, there is a dearth of research on what happens to low-income students once they are admitted and attend classes. This book chronicles an ethnographic study of twenty low-income men and women in their senior year at Dartmouth College and follows up with them four and twelve years post-graduation. By helping to bring visibility and self-awareness to low-income students and expose class issues and struggles, the author hopes to encourage elite institutions to change their policies and practices to address the needs of these students.

Colleges on the Brink is about the financial crises many colleges are facing in the post-pandemic era and how they can be resolved. The tools described require changing how colleges spend money while still maintaining core academic values. Ambrose and Nietzel discuss the conditions involving financial exigency and other major budget overhauls, and they outline how to maximize the likelihood institutions can regain financial health. The challenge these colleges face is to come back from the brink and become leaner, financially stable institutions, ready to provide the education students need.