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Reengineering College Student Financial Aid

via Analysis
Wednesday, April 1, 1998

Our society continues to assign considerable value to higher education and, for the most part, desires to have it in the reach of deserving students. Differences arise, however, over the definition of deserving and who should pay for that education. When limited financial resources are available from government as well as from the private sector, student financial aid resources must be used efficiently. The congressional elections of 1994 and 1996 seem to indicate that the majority of the electorate desires to downsize big government, with its bureaucracy and red tape, and to bring decisions on policy and resource utilization closer to the affected populations and the taxpayers who must finance them.

The model presented in this essay seeks to assign to the three sources of student financial aid--the federal government, state governments, and the institutional and private sector--responsibility for helping to fund specific college costs that students and their parents cannot pay. The roles stipulated in the model for federal and state government adhere to the provisions of the United States Constitution. More than $50 billion is awarded each year in student financial aid; $35 billion of that comes from the federal treasury so federal programs receive particular attention.

Reducing the multiplicity of federal student aid programs will certainly be challenged by those who fear that their largesse from Washington will diminish. Resistance to the changes proposed in this essay can be expected, including the argument that these programs have worked well over time and simply need more funding to make them even better. This essay presents what it is hoped are compelling reasons for reengineering all student financial aid now. The changes will bring about greater effectiveness, efficiency, and equity.

Williamson M. Evers

Hoover fellow appointed to Academic Content Standards Commission

Monday, June 7, 2010

Bill Evers, a research fellow at the Hoover Institution and a member of the Institution’s Koret Task Force on K–12 Education, has been appointed to the California Academic Content Standards Commission by Governor Arnold Schwarzenegger. The commission evaluates the national Common Core State Standards for statewide adoption and makes recommendations to the California State Board of Education on any adjustments to ensure that California’s rigorous standards are maintained.

Paul Hill and Paul Peterson, Hoover fellows and members of the K-12 Education Task Force, discussed their newest books

School choice: From theory to action

Wednesday, May 5, 2010

Paul Hill and Paul Peterson, Hoover fellows and members of the K-12 Education Task Force, discussed their latest books (Learning as We Go: Why School Choice is Worth the Wait by Hill and Saving Schools: From Horace Mann to Virtual Learning by Peterson) with members of the education policy community in Washington D.C. Cosponsored by the Hoover Institution and the American Enterprise Institute, the event was held at the Thomas B. Fordham Institute.

American Education in 2030

Hoover’s Education Task Force Releases E-Book That Looks Ahead

Wednesday, April 28, 2010

Ranging far afield from its usual analytic research, the Hoover Institution’s Koret Task Force on K-12 Education today released a new e-book, American Education 2030. This e-book takes a peek at what American education will look like by 2030—when today’s babies will be in college and entering the workforce.

Press Releases
Terry M. Moe

Are teachers’ unions to blame for America’s failing schools?

Monday, March 22, 2010

Terry Moe is a senior fellow at the Hoover Institution, a member of the Institution’s Koret Task Force on K–12 education, and the William Bennett Munro Professor of Political Science at Stanford University. Moe participates in a debate on Intelligence Squared concerning whether teachers’ unions shielding teachers who do their jobs poorly are to blame for America’s failing schools.

Hoover Institution task forces seek to provide meaningful information and advice on public policy.

Hoover’s task force members add engaging ideas and insight to debate

Friday, March 12, 2010

The New York Times blog “Room for Debate,” which solicits commentary from experts for a “running commentary on the news,” has tapped members of Hoover’s Koret Task Force on K–12 Education and Hoover’s Koret-Taube Task Force on National Security and Law to participate in recent forums.

Advancing Student Achievement by Herbert Walberg.

Hoover Press: Advancing Student Achievement, by Herbert Walberg

Monday, March 8, 2010

How do students learn? How can family, classrooms, and school practices help them learn more?

Press Releases
Senators John Cornyn (left) and James Inhofe

Hoover Institution Board of Overseers’ Winter Meeting 2010

Wednesday, February 24, 2010

David Brady, the Davies Family Senior Fellow and deputy director at the Hoover Institution, kicks off the 2010 Board of Overseer’s meeting with a discussion on health care. He shares thoughts and research on why health care policy is—and will continue to be—hard to reform.

Eric A. Hanushek

International Study Coauthored by Hoover Fellow Eric Hanushek Shows Clear Evidence of Economic Benefits of Educational Improvement

Monday, January 25, 2010

Findings from a newly released report, The High Cost of Low Educational Performance: The Long-Run Economic Impact of Improving PISA Outcomes, were presented by Eric Hanushek, a coauthor of the report and the Paul and Jean Hanna Senior Fellow in Education at the Hoover Institution at Stanford University. . . .

Press Releases
Chester E. Finn Jr.

Koret Task Force on K–12 Education dinner

Thursday, January 14, 2010

The Hoover Institution’s Koret Task Force on K–12 Education dinner was held in the Nicolas de Basily Room of the Hoover Tower on January 14. Task force member Chester Finn moderated a before-dinner discussion on the economic stimulus package and the “race to the top.”



K-12 Education Task Force

The K–12 Education Task Force focuses on education policy as it relates to government provision and oversight versus private solutions (both within and outside the public school system) that stress choice, accountability, and transparency.

CREDO at Stanford University