Redesigning the Pell Grant Program for the Twenty-First Century

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Released: October 2013 • Discussion Paper

Related Topics: Education, Effective Government, Economic Security

Authors:

  • Judith Scott-Clayton Assistant Professor of Economics and Education, Teachers College, Columbia University
  • Sandy BaumSenior Fellow, Urban Institute; Research Professor, The George Washington University Graduate School of Education and Human Development
 
 

Abstract

Since its inception in 1972, the Pell Grant program has expanded dramatically in size and scope. With 9.4 million individuals receiving $35 billion in funds in 2011–12 for programs ranging from short-term certificates in automotive technology to four-year degrees in art history, the program is the federal government’s flagship effort to develop both general human capital and specific workforce skills. Yet the structure of the program—a one-size-fits-all voucher originally designed for recent high school graduates from poor families—has remained fundamentally unchanged. In the face of growing concerns about the sustainability of current funding, as well as increasing frustration with low rates of degree completion, we argue that the time has come to comprehensively redesign the Pell program to fit the needs of a twenty-first-century economy and student population.

To accomplish this, we propose three major structural reforms. First, we propose to augment the Pell program’s financial support with tailored guidance and support services that have been shown to improve academic and/or labor-market success, including separately tailored services for the distinctive circumstances of dependent and independent recipients. Second, we propose to dramatically simplify the eligibility and application process to ensure that the program reaches those who need it most, again tailoring the simplification to the distinctive circumstances of dependent and independent students. Finally, we propose several modifications to strengthen incentives for student effort and timely completion, without leading the program away from its core need-based (not merit-based) mission.

Taken together, the reforms that we propose would for the first time make Pell a true program, and not just a grant, thus inducing its beneficiaries to become full participants, and not just recipients. Although our proposed reforms are substantial, the existing structures for processing and delivering Pell Grants would continue to be relevant, and the goals of Pell supporters and beneficiaries would be furthered. Finally, while significant congressional action would be required in order to implement our proposal, these reforms would not substantially increase the cost of the program, and we believe they are structurally and politically feasible.

 


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