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Experts from the RAND Corporation prepared this independent report on New Jersey's Tuition Aid Grant (TAG) program for low-income college students. TAG is the nation's most generous state-funded financial aid program on a per-resident-undergraduate basis. Currently, TAG distributes around $475 million in grants per year, and an award covers about 40 percent of the average recipient's tuition and fees. Recent evidence shows positive impacts of the program on graduation. Leaders in New Jersey are further evaluating TAG to explore how the program design has evolved and how it might be improved. The authors used new data sources to build actionable evidence on each of the issues put before a legislatively mandated TAG Study Commission. These issues include TAG recipients' graduation rates, the history of program design choices and funding, alternative eligibility calculations, and alignment with federal methods. The authors drew on conversations with the Higher Education Student Assistance Authority and the commission, analysis of student-level data from New Jersey, analysis of institution-level data from the College Scorecard, and context from other states and broader research on college affordability. The authors evaluated policy options discussed by commission members and put forth some added considerations that could be important for the state and for other states with need-based aid programs.
This book examines how tuition and student loans became an accepted part of college costs in the first half of the twentieth century. The author argues that college was largely free to nineteenth-century college students since local and religious communities, donors, and the state agreed to pay the tuition bill with the expectation that the students would serve society upon graduation. College education was essentially considered a public good. This arrangement ended after 1900. The increasing secularization and professionalization of college education as well as changes in the socio-economic composition of the student body—which included more and more students from well-off families—caused educators, college administrators, and donors to argue that students pursued a college degree for their own advancement and therefore should be made to pay for it. Students were expected to pay tuition themselves and to take out student loans in order to fund their education.