SlideShare uma empresa Scribd logo
1 de 10
Baixar para ler offline
The 20% Solution:
Selective Colleges Can Afford to Admit
More Pell Grant Recipients
By: Anthony P. Carnevale and Martin Van Der Werf
May 2, 2017
Overview
•  There is a class divide in higher education.
•  The Pell Grant was created as a solution to income inequality.
•  A majority of Pell Grant recipients attend open-access colleges with low graduation
rates (49%).
•  Highly-qualified Pell Grant students are, for the most part, not attending selective
colleges, which have much higher graduation rates (82%).
•  The nation’s most elite universities could enroll more low-income students without
significantly hurting their graduation rates or budgets.
•  Requiring a minimum enrollment standard of 20 percent Pell Grant recipients
could be a solution.
Who receives a Pell Grant?
•  A majority of Pell Grant recipients are women (62%)
Georgetown	
  University	
  Center	
  on	
  Educa5on	
  and	
  the	
  Workforce	
  analysis	
  of	
  data	
  from	
  Educa5onal	
  Longitudinal	
  Study	
  of	
  2002,	
  third	
  followup	
  
(2012),	
  and	
  the	
  NCES-­‐Barron’s	
  Admissions	
  Compe55veness	
  Index	
  Data	
  Files:	
  1972,	
  1982,	
  1992,	
  2004,	
  2008,	
  2014.	
  
Who receives a Pell Grant? (cont.)
•  Nearly three-quarters of Pell
Grant recipients are from
families making less than
$30,000 per year.
•  67 percent of Pell Grant
recipients attend public two-
year and four-year colleges, and
18 percent attend for-profit
colleges.
Georgetown	
  University	
  Center	
  on	
  Educa5on	
  and	
  the	
  Workforce	
  analysis	
  of	
  data	
  from	
  the	
  
Na5onal	
  Center	
  for	
  Educa5on	
  Sta5s5cs	
  and	
  the	
  Na5onal	
  Postsecondary	
  Student	
  Aid	
  Study	
  
Many qualified Pell Grant recipients do not attend
selective colleges
Of the 150,000 Pell
Grant recipients with
SAT/ACT scores at or
above the median on
SAT (1120), more than
half (86,000) do not
attend selective
universities.
Georgetown	
  University	
  Center	
  on	
  Educa5on	
  and	
  the	
  Workforce	
  analysis	
  of	
  data	
  from	
  Educa5onal	
  Longitudinal	
  Study	
  of	
  2002,	
  
third	
  follow-­‐up	
  (2012),	
  and	
  the	
  NCES-­‐Barron’s	
  Admissions	
  Compe55veness	
  Index	
  Data	
  Files:	
  1972,	
  1982,	
  1992,	
  2004,	
  2008,	
  
2014.	
  	
  
Pell Grant recipients graduate at higher rates at
selective colleges than at open-access colleges
•  Seventy-eight percent of Pell recipients who attend selective colleges graduate,
compared to only 48 percent at open-access colleges.
Georgetown	
  University	
  Center	
  on	
  Educa5on	
  and	
  the	
  
Workforce	
  analysis	
  of	
  restricted	
  use	
  Educa5onal	
  
Longitudinal	
  Study	
  data,	
  2002	
  (2012	
  update).	
  
Private colleges tend to have the lowest
number of Pell Grant recipients
•  Sixty-nine of the 79 most selective colleges and universities that have less than 20
percent Pell Grant recipients are private.
•  If every college was required to have at least 20 percent Pell Grant recipients, more
than 72,000 more Pell students would have to be admitted to 346 colleges and
universities.
•  More than half of the Pell Grant recipients would be added to selective colleges.
Selective colleges can afford to admit
more Pell Grant recipients
•  Sixty-nine of the most selective private colleges ran average budget surpluses of
$139 million over the last four years but admitted fewer than 20 percent Pell Grant
recipients.
•  To meet a threshold of 20 percent Pell Grant recipients, the selective colleges that
would have to add the most Pell students are the University of Wisconsin-Madison
(1,467) and Penn State University (1,357).The private selective universities that
would have to add the most students are Boston University (1,046) and
Washington University in St. Louis (975).
•  A small number of highly-selective colleges have student bodies in which more
than 20 percent are Pell Grant recipients, including Columbia University (21%) and
the University of California at Berkeley (31%).
Conclusion
•  Mandating a certain percentage of Pell Grant recipients at all colleges could
equalize opportunity in higher education.
•  The most selective colleges have the smallest proportion of low-income
students.The median Pell Grant recipient enrollment is only 14 percent.
•  Only 6 percent of the 5,500 colleges and universities in America would
have to change their student mix to meet the 20 percent threshold.
For more information:
See the full report at: cew.georgetown.edu/Pell20
	
  
Email Us | cewgeorgetown@georgetown.edu
Follow Us on Twitter | @GeorgetownCEW
Find Us on Facebook | Facebook.com/GeorgetownCEW
Follow Us on LinkedIn | linkedin.com/company/georgetowncew

Mais conteúdo relacionado

Mais procurados

SOWT analysis on IIUC
SOWT analysis on IIUCSOWT analysis on IIUC
SOWT analysis on IIUC
WINNERbd.it
 
2013 06-26 ed task force
2013 06-26 ed task force2013 06-26 ed task force
2013 06-26 ed task force
HigherEdUtah
 
Adult Students The New Majority
Adult Students The New MajorityAdult Students The New Majority
Adult Students The New Majority
Anissa Jones
 
Data Visualization using Tableau
Data Visualization using TableauData Visualization using Tableau
Data Visualization using Tableau
Krishnesh Pujari
 
Audit of Oregon Community Colleges
Audit of Oregon Community CollegesAudit of Oregon Community Colleges
Audit of Oregon Community Colleges
Amanda Lamb
 

Mais procurados (20)

International Education
International EducationInternational Education
International Education
 
SOWT analysis on IIUC
SOWT analysis on IIUCSOWT analysis on IIUC
SOWT analysis on IIUC
 
2013 06-26 ed task force
2013 06-26 ed task force2013 06-26 ed task force
2013 06-26 ed task force
 
Yale SOM ELS Final Presentation
Yale SOM ELS Final PresentationYale SOM ELS Final Presentation
Yale SOM ELS Final Presentation
 
Swot analyis
Swot analyisSwot analyis
Swot analyis
 
Adult Students The New Majority
Adult Students The New MajorityAdult Students The New Majority
Adult Students The New Majority
 
MASQUE
MASQUEMASQUE
MASQUE
 
The distinctiveness of australian distance education – the
The distinctiveness of australian distance education – theThe distinctiveness of australian distance education – the
The distinctiveness of australian distance education – the
 
Private Universities in Sri Lanka
Private Universities in Sri LankaPrivate Universities in Sri Lanka
Private Universities in Sri Lanka
 
NTIP April 22, 2010
NTIP April 22, 2010NTIP April 22, 2010
NTIP April 22, 2010
 
Data Visualization using Tableau
Data Visualization using TableauData Visualization using Tableau
Data Visualization using Tableau
 
Student Affairs in Higher Education: country report of Bangladesh
Student Affairs in Higher Education: country report of BangladeshStudent Affairs in Higher Education: country report of Bangladesh
Student Affairs in Higher Education: country report of Bangladesh
 
The State of the Charter Sector
The State of the Charter SectorThe State of the Charter Sector
The State of the Charter Sector
 
World Challenge Report WEB FINAL 12.01.15
World Challenge Report WEB FINAL 12.01.15World Challenge Report WEB FINAL 12.01.15
World Challenge Report WEB FINAL 12.01.15
 
Psacharopolous - Civics and Skills
Psacharopolous - Civics and SkillsPsacharopolous - Civics and Skills
Psacharopolous - Civics and Skills
 
SWOT analysis in hugher education
SWOT analysis in hugher educationSWOT analysis in hugher education
SWOT analysis in hugher education
 
Unit 09 HIGHER EDUCATION CODE 8625
Unit 09 HIGHER EDUCATION CODE 8625Unit 09 HIGHER EDUCATION CODE 8625
Unit 09 HIGHER EDUCATION CODE 8625
 
Audit of Oregon Community Colleges
Audit of Oregon Community CollegesAudit of Oregon Community Colleges
Audit of Oregon Community Colleges
 
2012 Australian Higher Education Survey Results
2012 Australian Higher Education Survey Results2012 Australian Higher Education Survey Results
2012 Australian Higher Education Survey Results
 
The war for talent in higher education
The war for talent in higher educationThe war for talent in higher education
The war for talent in higher education
 

Semelhante a The 20% Solution: Selective Colleges Can Afford to Admit More Pell Grant Recipients

Trends in F A for Counselors
Trends in F A for CounselorsTrends in F A for Counselors
Trends in F A for Counselors
CSLF
 
Endless dreams foundation academic dreams program final2
Endless dreams foundation academic dreams program final2Endless dreams foundation academic dreams program final2
Endless dreams foundation academic dreams program final2
Brittany Yates
 
Research Report Flyer
Research Report FlyerResearch Report Flyer
Research Report Flyer
Steve Junge
 
Edge Foundation op-ed draft
Edge Foundation op-ed draftEdge Foundation op-ed draft
Edge Foundation op-ed draft
Steven Spenser
 
Expanding College Opportunities
Expanding College OpportunitiesExpanding College Opportunities
Expanding College Opportunities
Terra Williams
 
Ohio Reach Campus Liaison Training
Ohio Reach Campus Liaison TrainingOhio Reach Campus Liaison Training
Ohio Reach Campus Liaison Training
Lisa Dickson
 

Semelhante a The 20% Solution: Selective Colleges Can Afford to Admit More Pell Grant Recipients (20)

Making A Difference Through College Counseling
Making A Difference Through College CounselingMaking A Difference Through College Counseling
Making A Difference Through College Counseling
 
Trends in F A for Counselors
Trends in F A for CounselorsTrends in F A for Counselors
Trends in F A for Counselors
 
Endless dreams foundation academic dreams program final2
Endless dreams foundation academic dreams program final2Endless dreams foundation academic dreams program final2
Endless dreams foundation academic dreams program final2
 
Research Report Flyer
Research Report FlyerResearch Report Flyer
Research Report Flyer
 
Reducing The Cost Of College Parents
Reducing The Cost Of College   ParentsReducing The Cost Of College   Parents
Reducing The Cost Of College Parents
 
Edge Foundation op-ed draft
Edge Foundation op-ed draftEdge Foundation op-ed draft
Edge Foundation op-ed draft
 
Ohio Reach Campus Liaison Model
Ohio Reach Campus Liaison ModelOhio Reach Campus Liaison Model
Ohio Reach Campus Liaison Model
 
Lasting benefits of early college high schools
Lasting benefits of early college high schoolsLasting benefits of early college high schools
Lasting benefits of early college high schools
 
Expanding College Opportunities
Expanding College OpportunitiesExpanding College Opportunities
Expanding College Opportunities
 
Balancing Work and Learning: Implications for Low-Income Students
Balancing Work and Learning: Implications for Low-Income StudentsBalancing Work and Learning: Implications for Low-Income Students
Balancing Work and Learning: Implications for Low-Income Students
 
Ohio Reach Campus Liaison Training
Ohio Reach Campus Liaison TrainingOhio Reach Campus Liaison Training
Ohio Reach Campus Liaison Training
 
Giving credit where credit is due
Giving credit where credit is dueGiving credit where credit is due
Giving credit where credit is due
 
Utah System of Higher Education 2016
Utah System of Higher Education 2016Utah System of Higher Education 2016
Utah System of Higher Education 2016
 
Tuition Insurance -- What it Does, Why it Helps, & Why You Need It
Tuition Insurance -- What it Does, Why it Helps, & Why You Need ItTuition Insurance -- What it Does, Why it Helps, & Why You Need It
Tuition Insurance -- What it Does, Why it Helps, & Why You Need It
 
NCII Guided Pathways: Urgency and Transformations
NCII Guided Pathways: Urgency and Transformations NCII Guided Pathways: Urgency and Transformations
NCII Guided Pathways: Urgency and Transformations
 
Is Our Program Working? How to Partner with Evaluators and Get Results
Is Our Program Working? How to Partner with Evaluators and Get ResultsIs Our Program Working? How to Partner with Evaluators and Get Results
Is Our Program Working? How to Partner with Evaluators and Get Results
 
Loan pp presentation slides
Loan pp presentation slidesLoan pp presentation slides
Loan pp presentation slides
 
Open Launch for CCSNH Presidents
Open Launch for CCSNH PresidentsOpen Launch for CCSNH Presidents
Open Launch for CCSNH Presidents
 
What's Happening with K-12 Online Learning in California
What's Happening with K-12 Online Learning in CaliforniaWhat's Happening with K-12 Online Learning in California
What's Happening with K-12 Online Learning in California
 
Complimentary Research Resource: Fear of Student Loan Debt & Enrollment Impac...
Complimentary Research Resource: Fear of Student Loan Debt & Enrollment Impac...Complimentary Research Resource: Fear of Student Loan Debt & Enrollment Impac...
Complimentary Research Resource: Fear of Student Loan Debt & Enrollment Impac...
 

Mais de CEW Georgetown

Mais de CEW Georgetown (20)

The Unequal Race for Good Jobs: How Whites Made Outsized Gains in Education a...
The Unequal Race for Good Jobs: How Whites Made Outsized Gains in Education a...The Unequal Race for Good Jobs: How Whites Made Outsized Gains in Education a...
The Unequal Race for Good Jobs: How Whites Made Outsized Gains in Education a...
 
The Way We Were: The Changing Geography of US Manufacturing from 1940 to 2016
The Way We Were: The Changing Geography of US Manufacturing from 1940 to 2016The Way We Were: The Changing Geography of US Manufacturing from 1940 to 2016
The Way We Were: The Changing Geography of US Manufacturing from 1940 to 2016
 
Upskilling and Downsizing in American Manufacturing
Upskilling and Downsizing in American ManufacturingUpskilling and Downsizing in American Manufacturing
Upskilling and Downsizing in American Manufacturing
 
Born to Win, Schooled to Lose: Why Equally Talented Students Don’t Get Equal ...
Born to Win, Schooled to Lose: Why Equally Talented Students Don’t Get Equal ...Born to Win, Schooled to Lose: Why Equally Talented Students Don’t Get Equal ...
Born to Win, Schooled to Lose: Why Equally Talented Students Don’t Get Equal ...
 
Our Separate & Unequal Public Colleges: How Public Colleges Reinforce White R...
Our Separate & Unequal Public Colleges: How Public Colleges Reinforce White R...Our Separate & Unequal Public Colleges: How Public Colleges Reinforce White R...
Our Separate & Unequal Public Colleges: How Public Colleges Reinforce White R...
 
Three Educational Pathways to Good Jobs: High School, Middle Skills, and Bach...
Three Educational Pathways to Good Jobs: High School, Middle Skills, and Bach...Three Educational Pathways to Good Jobs: High School, Middle Skills, and Bach...
Three Educational Pathways to Good Jobs: High School, Middle Skills, and Bach...
 
Five Rules of the College and Career Game
Five Rules of the College and Career GameFive Rules of the College and Career Game
Five Rules of the College and Career Game
 
Women Can’t Win: Despite Making Educational Gains and Pursuing High-Wage Majo...
Women Can’t Win: Despite Making Educational Gains and Pursuing High-Wage Majo...Women Can’t Win: Despite Making Educational Gains and Pursuing High-Wage Majo...
Women Can’t Win: Despite Making Educational Gains and Pursuing High-Wage Majo...
 
Good Jobs That Pay Without a BA
Good Jobs That Pay Without a BAGood Jobs That Pay Without a BA
Good Jobs That Pay Without a BA
 
Latino Education and Economic Progress: Running Faster but Still Behind
Latino Education and Economic Progress: Running Faster but Still BehindLatino Education and Economic Progress: Running Faster but Still Behind
Latino Education and Economic Progress: Running Faster but Still Behind
 
Good Jobs That Pay without a B.A.: A State-by-State Analysis
Good Jobs That Pay without a B.A.: A State-by-State Analysis Good Jobs That Pay without a B.A.: A State-by-State Analysis
Good Jobs That Pay without a B.A.: A State-by-State Analysis
 
Nursing: Can It Remain a Source of Upward Mobility Amidst Healthcare Turmoil
Nursing: Can It Remain a Source of Upward Mobility Amidst Healthcare TurmoilNursing: Can It Remain a Source of Upward Mobility Amidst Healthcare Turmoil
Nursing: Can It Remain a Source of Upward Mobility Amidst Healthcare Turmoil
 
America's Divided Recovery: College Haves and Have-Nots
America's Divided Recovery: College Haves and Have-NotsAmerica's Divided Recovery: College Haves and Have-Nots
America's Divided Recovery: College Haves and Have-Nots
 
What's It Worth?: The Economic Value of College Majors
What's It Worth?: The Economic Value of College MajorsWhat's It Worth?: The Economic Value of College Majors
What's It Worth?: The Economic Value of College Majors
 
The Undereducated American
The Undereducated AmericanThe Undereducated American
The Undereducated American
 
The Midwest Challenge: Matching Jobs with Education in the Post-Recession Eco...
The Midwest Challenge: Matching Jobs with Education in the Post-Recession Eco...The Midwest Challenge: Matching Jobs with Education in the Post-Recession Eco...
The Midwest Challenge: Matching Jobs with Education in the Post-Recession Eco...
 
STEM
STEMSTEM
STEM
 
Career and Technical Education
Career and Technical EducationCareer and Technical Education
Career and Technical Education
 
The College Advantage: Weathering the Economic Storm
The College Advantage: Weathering the Economic StormThe College Advantage: Weathering the Economic Storm
The College Advantage: Weathering the Economic Storm
 
Tiempos Difíciles: Carreras universitarias, desempleo y ganancias 2013
Tiempos Difíciles: Carreras universitarias, desempleo y ganancias 2013Tiempos Difíciles: Carreras universitarias, desempleo y ganancias 2013
Tiempos Difíciles: Carreras universitarias, desempleo y ganancias 2013
 

Último

1029 - Danh muc Sach Giao Khoa 10 . pdf
1029 -  Danh muc Sach Giao Khoa 10 . pdf1029 -  Danh muc Sach Giao Khoa 10 . pdf
1029 - Danh muc Sach Giao Khoa 10 . pdf
QucHHunhnh
 

Último (20)

Asian American Pacific Islander Month DDSD 2024.pptx
Asian American Pacific Islander Month DDSD 2024.pptxAsian American Pacific Islander Month DDSD 2024.pptx
Asian American Pacific Islander Month DDSD 2024.pptx
 
Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...
Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...
Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...
 
Making communications land - Are they received and understood as intended? we...
Making communications land - Are they received and understood as intended? we...Making communications land - Are they received and understood as intended? we...
Making communications land - Are they received and understood as intended? we...
 
Food safety_Challenges food safety laboratories_.pdf
Food safety_Challenges food safety laboratories_.pdfFood safety_Challenges food safety laboratories_.pdf
Food safety_Challenges food safety laboratories_.pdf
 
Mehran University Newsletter Vol-X, Issue-I, 2024
Mehran University Newsletter Vol-X, Issue-I, 2024Mehran University Newsletter Vol-X, Issue-I, 2024
Mehran University Newsletter Vol-X, Issue-I, 2024
 
Spatium Project Simulation student brief
Spatium Project Simulation student briefSpatium Project Simulation student brief
Spatium Project Simulation student brief
 
1029 - Danh muc Sach Giao Khoa 10 . pdf
1029 -  Danh muc Sach Giao Khoa 10 . pdf1029 -  Danh muc Sach Giao Khoa 10 . pdf
1029 - Danh muc Sach Giao Khoa 10 . pdf
 
Key note speaker Neum_Admir Softic_ENG.pdf
Key note speaker Neum_Admir Softic_ENG.pdfKey note speaker Neum_Admir Softic_ENG.pdf
Key note speaker Neum_Admir Softic_ENG.pdf
 
Grant Readiness 101 TechSoup and Remy Consulting
Grant Readiness 101 TechSoup and Remy ConsultingGrant Readiness 101 TechSoup and Remy Consulting
Grant Readiness 101 TechSoup and Remy Consulting
 
Python Notes for mca i year students osmania university.docx
Python Notes for mca i year students osmania university.docxPython Notes for mca i year students osmania university.docx
Python Notes for mca i year students osmania university.docx
 
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
 
Unit-V; Pricing (Pharma Marketing Management).pptx
Unit-V; Pricing (Pharma Marketing Management).pptxUnit-V; Pricing (Pharma Marketing Management).pptx
Unit-V; Pricing (Pharma Marketing Management).pptx
 
microwave assisted reaction. General introduction
microwave assisted reaction. General introductionmicrowave assisted reaction. General introduction
microwave assisted reaction. General introduction
 
How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17
 
General Principles of Intellectual Property: Concepts of Intellectual Proper...
General Principles of Intellectual Property: Concepts of Intellectual  Proper...General Principles of Intellectual Property: Concepts of Intellectual  Proper...
General Principles of Intellectual Property: Concepts of Intellectual Proper...
 
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx
 
Holdier Curriculum Vitae (April 2024).pdf
Holdier Curriculum Vitae (April 2024).pdfHoldier Curriculum Vitae (April 2024).pdf
Holdier Curriculum Vitae (April 2024).pdf
 
ICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptxICT Role in 21st Century Education & its Challenges.pptx
ICT Role in 21st Century Education & its Challenges.pptx
 
This PowerPoint helps students to consider the concept of infinity.
This PowerPoint helps students to consider the concept of infinity.This PowerPoint helps students to consider the concept of infinity.
This PowerPoint helps students to consider the concept of infinity.
 
Micro-Scholarship, What it is, How can it help me.pdf
Micro-Scholarship, What it is, How can it help me.pdfMicro-Scholarship, What it is, How can it help me.pdf
Micro-Scholarship, What it is, How can it help me.pdf
 

The 20% Solution: Selective Colleges Can Afford to Admit More Pell Grant Recipients

  • 1. The 20% Solution: Selective Colleges Can Afford to Admit More Pell Grant Recipients By: Anthony P. Carnevale and Martin Van Der Werf May 2, 2017
  • 2. Overview •  There is a class divide in higher education. •  The Pell Grant was created as a solution to income inequality. •  A majority of Pell Grant recipients attend open-access colleges with low graduation rates (49%). •  Highly-qualified Pell Grant students are, for the most part, not attending selective colleges, which have much higher graduation rates (82%). •  The nation’s most elite universities could enroll more low-income students without significantly hurting their graduation rates or budgets. •  Requiring a minimum enrollment standard of 20 percent Pell Grant recipients could be a solution.
  • 3. Who receives a Pell Grant? •  A majority of Pell Grant recipients are women (62%) Georgetown  University  Center  on  Educa5on  and  the  Workforce  analysis  of  data  from  Educa5onal  Longitudinal  Study  of  2002,  third  followup   (2012),  and  the  NCES-­‐Barron’s  Admissions  Compe55veness  Index  Data  Files:  1972,  1982,  1992,  2004,  2008,  2014.  
  • 4. Who receives a Pell Grant? (cont.) •  Nearly three-quarters of Pell Grant recipients are from families making less than $30,000 per year. •  67 percent of Pell Grant recipients attend public two- year and four-year colleges, and 18 percent attend for-profit colleges. Georgetown  University  Center  on  Educa5on  and  the  Workforce  analysis  of  data  from  the   Na5onal  Center  for  Educa5on  Sta5s5cs  and  the  Na5onal  Postsecondary  Student  Aid  Study  
  • 5. Many qualified Pell Grant recipients do not attend selective colleges Of the 150,000 Pell Grant recipients with SAT/ACT scores at or above the median on SAT (1120), more than half (86,000) do not attend selective universities. Georgetown  University  Center  on  Educa5on  and  the  Workforce  analysis  of  data  from  Educa5onal  Longitudinal  Study  of  2002,   third  follow-­‐up  (2012),  and  the  NCES-­‐Barron’s  Admissions  Compe55veness  Index  Data  Files:  1972,  1982,  1992,  2004,  2008,   2014.    
  • 6. Pell Grant recipients graduate at higher rates at selective colleges than at open-access colleges •  Seventy-eight percent of Pell recipients who attend selective colleges graduate, compared to only 48 percent at open-access colleges. Georgetown  University  Center  on  Educa5on  and  the   Workforce  analysis  of  restricted  use  Educa5onal   Longitudinal  Study  data,  2002  (2012  update).  
  • 7. Private colleges tend to have the lowest number of Pell Grant recipients •  Sixty-nine of the 79 most selective colleges and universities that have less than 20 percent Pell Grant recipients are private. •  If every college was required to have at least 20 percent Pell Grant recipients, more than 72,000 more Pell students would have to be admitted to 346 colleges and universities. •  More than half of the Pell Grant recipients would be added to selective colleges.
  • 8. Selective colleges can afford to admit more Pell Grant recipients •  Sixty-nine of the most selective private colleges ran average budget surpluses of $139 million over the last four years but admitted fewer than 20 percent Pell Grant recipients. •  To meet a threshold of 20 percent Pell Grant recipients, the selective colleges that would have to add the most Pell students are the University of Wisconsin-Madison (1,467) and Penn State University (1,357).The private selective universities that would have to add the most students are Boston University (1,046) and Washington University in St. Louis (975). •  A small number of highly-selective colleges have student bodies in which more than 20 percent are Pell Grant recipients, including Columbia University (21%) and the University of California at Berkeley (31%).
  • 9. Conclusion •  Mandating a certain percentage of Pell Grant recipients at all colleges could equalize opportunity in higher education. •  The most selective colleges have the smallest proportion of low-income students.The median Pell Grant recipient enrollment is only 14 percent. •  Only 6 percent of the 5,500 colleges and universities in America would have to change their student mix to meet the 20 percent threshold.
  • 10. For more information: See the full report at: cew.georgetown.edu/Pell20   Email Us | cewgeorgetown@georgetown.edu Follow Us on Twitter | @GeorgetownCEW Find Us on Facebook | Facebook.com/GeorgetownCEW Follow Us on LinkedIn | linkedin.com/company/georgetowncew