Student Aid Simplification: Looking Back and Looking Ahead
Each year, fourteen million households seeking federal aid for college complete a detailed questionnaire about their finances, the Free Application for Federal Student Aid (FAFSA). At 116 questions, the FAFSA is almost as long as IRS Form 1040 and substantially longer than Forms 1040EZ and 1040A. Aid for college is intended to increase college attendance by reducing its price and loosening liquidity constraints. Economic theory, empirical evidence and common sense suggest that complexity in aid could undermine its ability to affect schooling decisions. In 2006, Dynarski and Scott-Clayton published an analysis of complexity in the aid system that generated considerable discussion in academic and policy circles. Over the next few years, complexity in the aid system drew the attention of the media, advocacy groups, presidential candidates, the National Economic Council and the Council of Economic Advisers. A flurry of legislative and agency activity followed. In this article, we provide a five-year retrospective of what has changed in the aid application process, what has not, and the possibilities for future reform.
|Date of creation:||Feb 2012|
|Date of revision:|
|Publication status:||published as “Student Aid Simplification: Looking Back and Looking Ahead.” 2012. National Tax Journal 65:1, pp. 211-234. Co-author: Mark Wiederspan.|
|Note:||CH ED PE|
|Contact details of provider:|| Postal: National Bureau of Economic Research, 1050 Massachusetts Avenue Cambridge, MA 02138, U.S.A.|
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- Dynarski, Susan & Scott-Clayton, Judith, 2006.
"The Cost of Complexity in Federal Student Aid: Lessons from Optimal Tax Theory and Behavioral Economics,"
Working Paper Series
rwp06-013, Harvard University, John F. Kennedy School of Government.
- Dynarski, Susan M. & Scott–Clayton, Judith E., 2006. "The Cost of Complexity in Federal Student Aid: Lessons from Optimal Tax Theory and Behavioral Economics," National Tax Journal, National Tax Association, vol. 59(2), pages 319-56, June.
- Susan M. Dynarski & Judith E. Scott-Clayton, 2006. "The Cost of Complexity in Federal Student Aid: Lessons from Optimal Tax Theory and Behavioral Economics," NBER Working Papers 12227, National Bureau of Economic Research, Inc.
- Susan Dynarski & Joshua M. Hyman & Diane Whitmore Schanzenbach, 2011.
"Experimental Evidence on the Effect of Childhood Investments on Postsecondary Attainment and Degree Completion,"
NBER Working Papers
17533, National Bureau of Economic Research, Inc.
- Susan Dynarski & Joshua Hyman & Diane Whitmore Schanzenbach, 2013. "Experimental Evidence on the Effect of Childhood Investments on Postsecondary Attainment and Degree Completion," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 32(4), pages 692-717, 09.
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