Redesigning the Pell Grant Program for the Twenty-First Century
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DISCUSSION PAPER 2013-04 | OCTOBER 2013 Redesigning the Pell Grant Program for the Twenty-First Century Sandy Baum and Judith Scott-Clayton The Hamilton Project • Brookings 1 MISSION STATEMENT The Hamilton Project seeks to advance America’s promise of opportunity, prosperity, and growth. We believe that today’s increasingly competitive global economy demands public policy ideas commensurate with the challenges of the 21st Century. The Project’s economic strategy reflects a judgment that long-term prosperity is best achieved by fostering economic growth and broad participation in that growth, by enhancing individual economic security, and by embracing a role for effective government in making needed public investments. Our strategy calls for combining public investment, a secure social safety net, and fiscal discipline. In that framework, the Project puts forward innovative proposals from leading economic thinkers — based on credible evidence and experience, not ideology or doctrine — to introduce new and effective policy options into the national debate. The Project is named after Alexander Hamilton, the nation’s first Treasury Secretary, who laid the foundation for the modern American economy. Hamilton stood for sound fiscal policy, believed that broad-based opportunity for advancement would drive American economic growth, and recognized that “prudent aids and encouragements on the part of government” are necessary to enhance and guide market forces. The guiding principles of the Project remain consistent with these views. 2 Informing Students about Their College Options: A Proposal for Broadening the Expanding College Opportunities Project Redesigning the Pell Grant Program for the Twenty-First Century Sandy Baum Urban Institute and The George Washington University Judith Scott-Clayton Teachers College, Columbia University and the National Bureau of Economic Research October 2013 This discussion paper is a proposal from the authors. As emphasized in The Hamilton Project’s original strategy paper, the Project was designed in part to provide a forum for leading thinkers across the nation to put forward innovative and potentially important economic policy ideas that share the Project’s broad goals of promoting economic growth, broad-based participation in growth, and economic security. The authors are invited to express their own ideas in discussion papers, whether or not the Project’s staff or advisory council agrees with the specific proposals. This discussion paper is offered in that spirit. The Hamilton Project • Brookings 1 Abstract Since its inception in 1972, the Pell Grant program has expanded dramatically in size and scope. With 9.4 million individuals receiving $35 billion in funds in 2011–12 for programs ranging from short-term certificates in automotive technology to four- year degrees in art history, the program is the federal government’s flagship effort to develop both general human capital and specific workforce skills. Yet the structure of the program—a one-size-fits-all voucher originally designed for recent high school graduates from poor families—has remained fundamentally unchanged. In the face of growing concerns about the sustainability of current funding, as well as increasing frustration with low rates of degree completion, we argue that the time has come to comprehensively redesign the Pell program to fit the needs of a twenty-first-century economy and student population. To accomplish this, we propose three major structural reforms. First, we propose to augment the Pell program’s financial support with tailored guidance and support services that have been shown to improve academic and/or labor-market success, including separately tailored services for the distinctive circumstances of dependent and independent recipients. Second, we propose to dramatically simplify the eligibility and application process to ensure that the program reaches those who need it most, again tailoring the simplification to the distinctive circumstances of dependent and independent students. Finally, we propose several modifications to strengthen incentives for student effort and timely completion, without leading the program away from its core need-based (not merit-based) mission. Taken together, the reforms that we propose would for the first time make Pell a true program, and not just a grant, thus inducing its beneficiaries to become full participants, and not just recipients. Although our proposed reforms are substantial, the existing structures for processing and delivering Pell Grants would continue to be relevant, and the goals of Pell supporters and beneficiaries would be furthered. Finally, while significant congressional action would be required in order to implement our proposal, these reforms would not substantially increase the cost of the program, and we believe they are structurally and politically feasible. 2 Redesigning the Pell Grant Program for the Twenty-First century Table of Contents ABSTRACT 2 CHAPTER 1. INTRODUCTION 5 CHAPTER 2. THE RaTIONALE FOR REFORM: LESSONS FROM THEORY AND EVIDENCE 8 CHAPTER 3. OUR PROPOSAL: AN AUGMENTED PELL DESIGNED TO 13 MaXIMIZE STUDENT SUCCESS CHAPTER 4. IMPLEMENTATION ISSUES: LOGISTICS, COSTS, AND WINNERS AND LOSERS 19 CHAPTER 5. QUESTIONS AND CONCERNS 21 CHAPTER 6. CONCLUSION 23 AUTHORS 24 ENDNOTES 25 REFERENCES 26 The Hamilton Project • Brookings 3 4 Redesigning the Pell Grant Program for the Twenty-First century Chapter 1: Introduction he Pell Grant program aims to make college possible are pursuing a sub-baccalaureate credential: either a certificate for all who can benefit from postsecondary education; it or an associate degree. has been the cornerstone of college financial aid since its Tinception in 1972 as the Basic Educational Opportunity Grant. The stakes around program efficacy are also higher today The program’s voucher design—in which grant eligibility than they were in 1972: a college credential is now essentially is assigned to the student, who can then use it at any one of a prerequisite to earning a decent salary, with median income thousands of accredited public or private institutions with few for full-time male workers with bachelor’s degrees (but not strings attached—reflects a distinctively American approach, advanced degrees) about 84 percent higher than median income appropriate for a diverse and decentralized system of higher for male high school graduates, compared to a gap of 38 percent education. In theory, this market-based approach allows forty years ago. For women, the 60 percent difference forty years students to use financial aid to select the institution appropriate ago has grown to 106 percent today (U.S. Census Bureau 2012a, for their needs and circumstances, thus allowing them to invest Tables P-16, P-17). in their educations on the basis of their own reasonably well- informed decisions. By giving Over the forty years since this federal grant program students a relatively unrestricted aid voucher, the program helps was introduced for low- and moderate-income overcome the problem of low- income students underinvesting students, it has expanded dramatically in both size in higher education. and scope, and now serves a much more diverse Over the forty years since this federal grant program was set of individuals in a much more diverse mix of introduced for low- and moderate- income students, it has expanded programs and institutions. dramatically in both size and scope, and now serves a much more diverse set of individuals Finally, with Pell expenditures more than doubling over the in a much more diverse mix of programs and institutions. past five years, critics are increasingly raising questions about Initially serving just a small fraction of undergraduates, the whether the program’s results justify its cost. Unfortunately, Pell program now serves over 9.4 million individuals at a cost of credential completion rates for Pell recipients, measured six $35 billion annually, assisting more than one out of every three years after entry, are frustratingly low, as shown in table 1. Fewer undergraduates enrolled.1 than 50 percent of Pell recipients have completed any degree or Furthermore, though originally conceived as a program credential six years after entry; this falls to 36 percent among 3 primarily for recent high school graduates entering traditional students who first enrolled as independent students. About 30 four-year degree programs, the Pell program today also serves as percent of dependent students and only 4 percent of independent the federal government’s primary workforce investment effort, students had earned bachelor’s degrees after six years. While increasing the role of Pell in serving independent students.2 these statistics are certainly worrisome, noncompletion is not Overall, 60 percent of Pell Grant recipients are independent, a problem unique to Pell recipients, as seen in the bottom panel with 44 percent of Pell recipients age twenty-five or older and of the table. roughly 25 percent age thirty or older. More than one in five Pell Students who leave school without a credential may gain recipients are enrolled at for-profit institutions, and roughly half something from the coursework they do complete, even without The Hamilton Project • Brookings 5 TABLE 1. Degree Completion Outcomes Six Years after Entry, for Beginning Undergraduates by Dependency Status and Pell Grant Receipt (percent) Total Dependent students Independent students Beginning Pell recipients Bachelor’s degree 19.5 30.1 4.2 Associate degree 9.4 9.7 8.9 Certificate 15.9 10.7 23.3 No credential 55.3 49.5 63.7 All beginning undergraduates Bachelor’s degree 30.7 40.8 5.6 Associate degree 9.3 9.3 9.5 Certificate 9.4 6.0 18.0 No credential 50.5 43.9 66.9 Source: NCES 2009. acquiring a degree. Indeed, for older students, leaving school (low-income) populations. A study by Seftor and Turner (2002) before finishing a credential may be the result of improved found that expansions of the Pell program during the late labor-market opportunities as students are lured into the job 1980s increased college enrollments among older individuals market before finishing their degrees (Dadgar and Weiss 2012).