Browsing by Author "Eckerson Peters, Eleanor"
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- The Burden of Non-Tuition CostsEckerson Peters, Eleanor; Voight, Mamie; Roberson, Amanda Janice (The Institute for Higher Education Policy, 2018)Tuition and fees comprise only a portion of students’ college costs. Students must also pay for housing, food, and child care—expenses that can’t be put on hold while they’re enrolled. Repeatedly in our conversations, students said that covering these non-tuition costs, in addition to buying books and course materials, paying for transportation to and from school and work, and handling unforeseen emergencies present significant financial burdens. This report examines each of these non-tuition costs and provides policy recommendations.
- The Cost of Opportunity: Student Stories of College AffordabilityEckerson Peters, Eleanor; Voight, Mamie; Roberson, Amanda Janice (The Institute for Higher Education Policy, 2019-05-01)This report elevates students’ stories to contextualize and illuminate financial barriers to college access and success. The report. shares the perspectives and aspirations of 17 low-income and working-class students based on interviews IHEP conducted over two semesters of their college journeys. The report identifies opportunities for policymakers and institutional leaders to support all students through completion, grounded in students' experiences and the affordability challenges that they face.
- Equity Snapshot: The Ohio State University – Main CampusEckerson Peters, Eleanor; Voight, Mamie (The Institute for Higher Education Policy, 2018-10-01)Public flagship universities were established with a mission to provide an excellent education to their states’ residents and are therefore well-positioned to enhance social and economic mobility within their states. Yet in many cases, too few low-income students and students of color have access to these elite colleges and the opportunities they provide. This analysis of racial and socioeconomic equity at The Ohio State University – Main Campus (OSU-Main Campus) finds large and growing gaps in college access, as well as gaps in college completion, by race and socioeconomic status. To serve as a catalyst for mobility and equity in Ohio, OSU-Main Campus must do a better job enrolling and graduating low-income students and students of color.
- Equity Snapshot: University of Minnesota - Twin CitiesEckerson Peters, Eleanor; Voight, Mamie (The Institute for Higher Education Policy, 2018-10-01)Public flagship universities were established with a mission to provide an excellent education to their states’ residents and are therefore well-positioned to enhance social and economic mobility within their states. Yet in many cases, too few low-income students and students of color have access to these elite colleges and the opportunities they provide. This analysis of racial and socioeconomic equity at the University of Minnesota – Twin Cities (U of M Twin Cities) finds large and growing gaps in college access and completion by race and socioeconomic status. To serve as a catalyst for mobility and equity for the state of Minnesota, the U of M Twin Cities must do a better job enrolling and graduating low-income students and students of color.
- Inequities Persist: Access and Completion Gaps at Public Flagships in The Great Lakes RegionEckerson Peters, Eleanor; Voight, Mamie (The Institute for Higher Education Policy, 2018-10-01)Public flagship universities were established to provide educational opportunities to state residents and have a responsibility to promote social and economic mobility. But new IHEP research reveals that six of these premier public institutions are failing to enroll and graduate representative shares of their state’s low-income students and students of color. The individual “Equity Snapshots” reveal that, while these universities are enrolling slightly more Black, Latino, and low-income students than in the past, this progress has not kept pace with changing state demographics. In fact, the access gap for Black students is widening at some flagships. Similarly, while most of the schools have raised their completion rates, students of color and low-income students are still less likely to earn degrees than their White and higher-income peers.
- Promoting Equity Through Need-Based AidEckerson Peters, Eleanor; Voight, Mamie; Roberson, Amanda Janice (The Institute for Higher Education Policy, 2018)A college degree acts as a catalyst for economic and social mobility for low-income and working-class students and students of color. But higher education cannot fulfill its true potential as a driver of equity and mobility without tackling the nation’s college affordability problem for low-income and working-class students. Discussions with students make clear that targeted need-based financial aid is necessary to overcome substantial affordability challenges and provide all students with access to the benefits of higher education.