Browsing by Author "Cunningham, Alisa F."

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    Delinquency: The Untold Story of Student Loan Borrowing
    Cunningham, Alisa F.; Kienzl, Gregory S. (The Institute for Higher Education Policy, 2011-03-01)
    This report uses an unprecedented wealth of data provided by five of the nation’s largest student loan guaranty agencies to examine more than 8.7 million student borrowers with nearly 27.5 million loans who entered repayment between October 1, 2004 and September 30, 2009. With a primary focus on the nearly 1.8 million student loan borrowers who entered repayment in 2005, the study provides data on the repayment behavior of borrowers and quantifies how many are having difficulty repaying their federal education loans. The study also highlights the scope of student loan borrowers who become delinquent on their loans, but who do not default, and suggests that to fully capture borrowers’ struggle with repayment each month, data must look beyond just default.
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    Student Aversion to Borrowing: Who Borrows and Who Doesn't
    Cunningham, Alisa F.; Santiago, Deborah A. (Institute for Higher Education Policy, 2008-12-01)
    A basic tenet of the Higher Education Act—that no one should be denied the opportunity for an education because of a lack of money—is just as relevant today as it was in 1965. However, for millions of students, the increasing cost of a college education, combined with lower rates of growth in grant aid, have resulted in additional reliance on student loans to pay for college. The large and growing role of student loans introduces a concern that an aversion to borrowing could be limiting college enrollment choices for some students. This report investigates this possibility by highlighting the characteristics of undergraduate students who are least likely to borrow, using a number of quantitative demographic and enrollment characteristics as well as information from interviews with students and financial aid administrators. It presents a clear picture of the borrowing patterns of students who choose to enroll in college and provides suggestions about why certain students may not borrow, even when borrowing seems to be a logical choice.