2009-2011 Financial Aid Program Review – Section I 1 I. ANALYSIS AND IDENTIFICATION OF STRATEGIC PROGRAM ISSUES 1) Summary of Analysis The Financial Aid Office has been challenged over the last three years with increased student demands, interim leadership, stagnated manual processes, and space confinement issues that have directly affected the service provided to students. Nonetheless, they have still been able to move forward in their abilities to provide an adequate level of service despite these challenges. The analysis of student data provided several significant findings. The CCESSE survey was rich in data and information that explained why so many of our students are struggling. The CCESSE data provided several factors that are clear barriers to student success. First, our students scored below the cohort average for receiving financial aid information from their parents. Our students reported that they received most of their information from their high school counselors. This reporting signifies the effort we must put forth as an institution to fill that gap. Our students are clearly first generation college students with families that don’t understand or are not aware of the financial aid process. We must meet this need through targeted outreach and improved communication. If we do not address this need, our students will become frustrated and quit. Second, our students reported that they were less likely to access on-campus computers then students in colleges within our cohort reporting group. This too could be a potential problem since the first step in the financial aid process, completing the FAFSA, is only accessible via computer. The Department of Education is no longer accepting paper FAFSA applications. Further research needs to be conducted to determine the significance of this finding. It is recommended that we create queries that will compare the financial data collected on the supplemental application to the BOGG database. Students who meet the income guidelines to receive a fee waiver yet have not applied for such should be contacted and provided information about the process. We cannot assume that a low use of on-campus computer labs means students are using their own computers. We must proactively seek to help these students without any preconceived assumptions other than they need intervention. The other significant finding was the lack of financial aid provided to Asian and Caucasian students, both being two of the highest ethnic groups on the SCC campus. Further research and recruitment needs to be conducted to determine the reasons for non-participation. CCESSE data reported that the main reason for non-participation was an assumption by students that they would not qualify. Students need to be provided with clear and regular information about financial aid opportunities to dispel any personal assumptions about eligibility. Overall, the biggest hurdle the Financial Aid Office must overcome is the ability to change and improve their processes. Change is often difficult when systems have been in place without change for long periods of time. Entrenched routines feel comfortable and change is challenging and difficult. It is recommended that the Financial Aid Office undergo an external program review conducted by outside financial aid professionals. New insight will provide the direction needed to establish a plan to move forward and progress to a working environment where technology is trusted and utilized with an understanding that there will be huge gains in productivity and efficiency which in turn will improve the overall student satisfaction at SCC. 2) Strategic Program/Unit Issues The strategic issues facing the Financial Aid Office over the next three years are communication with students, process improvement and efficiency, a space reconfiguration to develop a welcoming and private setting where students can discuss their personal issues, and an aggressive in-reach and outreach plan that will target first-generation college and low-income students. Technology enhancements will address many of the issues that have been expressed in the student surveys.
Transcript
2009-2011 Financial Aid Program Review – Section I 1
I. ANALYSIS AND IDENTIFICATION OF STRATEGIC PROGRAM ISSUES 1) Summary of Analysis The Financial Aid Office has been challenged over the last three years with increased student demands,
interim leadership, stagnated manual processes, and space confinement issues that have directly affected the service provided to students. Nonetheless, they have still been able to move forward in their abilities to provide an adequate level of service despite these challenges.
The analysis of student data provided several significant findings. The CCESSE survey was rich in data and
information that explained why so many of our students are struggling. The CCESSE data provided several factors that are clear barriers to student success. First, our students scored below the cohort average for receiving financial aid information from their parents. Our students reported that they received most of their information from their high school counselors. This reporting signifies the effort we must put forth as an institution to fill that gap. Our students are clearly first generation college students with families that don’t understand or are not aware of the financial aid process. We must meet this need through targeted outreach and improved communication. If we do not address this need, our students will become frustrated and quit. Second, our students reported that they were less likely to access on-campus computers then students in colleges within our cohort reporting group. This too could be a potential problem since the first step in the financial aid process, completing the FAFSA, is only accessible via computer. The Department of Education is no longer accepting paper FAFSA applications. Further research needs to be conducted to determine the significance of this finding. It is recommended that we create queries that will compare the financial data collected on the supplemental application to the BOGG database. Students who meet the income guidelines to receive a fee waiver yet have not applied for such should be contacted and provided information about the process. We cannot assume that a low use of on-campus computer labs means students are using their own computers. We must proactively seek to help these students without any preconceived assumptions other than they need intervention.
The other significant finding was the lack of financial aid provided to Asian and Caucasian students, both
being two of the highest ethnic groups on the SCC campus. Further research and recruitment needs to be conducted to determine the reasons for non-participation. CCESSE data reported that the main reason for non-participation was an assumption by students that they would not qualify. Students need to be provided with clear and regular information about financial aid opportunities to dispel any personal assumptions about eligibility.
Overall, the biggest hurdle the Financial Aid Office must overcome is the ability to change and improve their
processes. Change is often difficult when systems have been in place without change for long periods of time. Entrenched routines feel comfortable and change is challenging and difficult. It is recommended that the Financial Aid Office undergo an external program review conducted by outside financial aid professionals. New insight will provide the direction needed to establish a plan to move forward and progress to a working environment where technology is trusted and utilized with an understanding that there will be huge gains in productivity and efficiency which in turn will improve the overall student satisfaction at SCC.
2) Strategic Program/Unit Issues The strategic issues facing the Financial Aid Office over the next three years are communication with
students, process improvement and efficiency, a space reconfiguration to develop a welcoming and private setting where students can discuss their personal issues, and an aggressive in-reach and outreach plan that will target first-generation college and low-income students. Technology enhancements will address many of the issues that have been expressed in the student surveys.
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II. DATA COLLECTION, ANALYSIS & SUMMARY 1) Provision and Delivery of Program Services
a) Program Mission/Purpose & Service Provision: The Sacramento City College Office of Financial Aid
is bound by federal and State laws, rules and regulations. Under these guidelines of the U.S. Department of Education and the State Chancellor’s Office, the Financial Aid Office has a mission to: “Provide financial aid information and application assistance to the SCC community. Financial Aid works to expedite the application process and the delivery of financial aid to eligible students. The Office of Financial Aid is responsible for the accurate application of regulations and requirements.”
The Financial Aid Office has been authorized by the U.S. Department of Education to administer Title IV funding and the California Student Aid Commission and State Chancellor’s Office to administer State- based funds. The Financial Aid Office offers the following need-based aid to eligible students: Pell Grants, Federal Family Education Loans (Stafford Loans), Federal Supplemental Educational Opportunity Grant (FSEOG), Federal Work Study, Cal-Grants, BOGG Fee Waivers, and Chaffee Grants. We are also authorized to offer the additional non-need-based aid to eligible students: AmeriCorp grants and scholarships.
The Financial Aid Office plays a significant role in its ability to assist students in the continuation of their
education beyond high school. The delivery of this service in terms of the quality and timeliness of distribution of funds is critical to the ongoing success of our students. The continuous evaluation of the program’s ability to meet the growing student demands is a necessary component of the financial aid planning process.
b) Past Performance & Goal Accomplishment
Conduct In-Reach and Outreach Activities to Increase Program Capacity: Outreach activities in the community have included participating in community events such as College-Making it Happen (CMIH), Festival de la Familia, the Pacific Rim Cultural Event, Preview Day, Allied Health Fair, Filipino Fiesta, and Yarmaka. The Financial Aid Office has additionally collaborated with the EOPS and Matriculation Outreach Offices to recruit foster youth and graduating seniors from our local feeder high schools. Quantitative data on all outreach in which Financial Aid participates is reported to the Chancellor’s Office on an annual basis. Through this process, it was discovered that the current method of data collection appears to be unreliable. Other in-reach efforts include educative workshops on the student loan process and on the SAP requirement (students must maintain satisfactory academic performance as a condition of their financial aid requirements). The “Pass it On” in-reach campaign, another event to attract and recruit financial aid applicants, has been highly successful. Faculty and staff are encouraged to become more informed about the financial aid process and collectively promote financial aid opportunities to their students. The high demand for one-on-one financial aid computer assistance has recently led to the increase in service hours at the Registration/Financial Aid Lab. This service has improved the financial aid literacy of our students and has become an educational hub where students can learn how to apply, update, and review the status of their financial aid awards. Teaching students to become self-reliant and confident in their abilities to manage and oversee their enrollment and financial aid activity is an ongoing process that requires dedicated staff and resources. Utilize available technology to improve program effectiveness: Several strategies have been implemented to improve efficiency and productivity. The goal of moving towards a “paperless” process has been fully implemented. All student financial aid files are electronic. However, it is a challenge to keep up with the large amount of scanning and indexing that occurs from the documents required as part of the verification process. The document intake procedure has been recently modified to allow for the
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submission of single documents instead of requiring students to submit documents as a package. This has reduced the frustration students often experience when they are required to return to the Financial Aid Office on multiple occasions. Students can view which documents are needed as well as download financial aid forms from their homes and in the SCC computer labs instead of standing in the Financial Aid line to obtain this information from a staff member. This service as well as providing financial aid specific information by phone has also improved our service to students. Other technology enhancements include the use of the Financial Aid Management System to auto disburse funds that have resulted in a quicker turn around time for check production. There are still many opportunities available where technology can be leveraged to increase service and productivity. Technology expansion and development is a long-term goal of this department. It will take several years to understand and develop our systems to their full potential. Student Communication: It is the goal of the Financial Aid Office to improve communication with SCC students. One proposal is to provide students with an interactive learning tool. Financial Aid TV allows students to learn more about the financial aid process through brief video clips that can be hosted on our website. The current website does not provide an interactive delivery of information. Further, students are expected to complete an online orientation that is lengthy and not written in terminology that students understand or are comfortable with. The creating of a well structured, interactive website will meet the needs expressed in the recent student survey and provide students with a process that is both engaging and entertaining. There are many opportunities for improvement in the area of student communication. The communication capabilities within the Financial Aid Management System are not being utilized to their full potential. Implementing this inherent functionality will enable us to focus our efforts on helping students complete the process, contacting potential students, and recruiting and retaining existing students. Student Success: The Financial Aid Student Success (FASS) program developed as an intervention for students who had not met the financial aid satisfactory academic progress policy. The FASS workshops include an explanation on the expectations of academic progression, the development of a course planner, and information about the support services available to students who are struggling academically. It is unclear whether the program has improved the success of financial aid students since there have been no longitudinal data studies or follow-up with students who have completed the program. Attendance records show that many of the workshops are not well attended. Staff Development and Training: Ongoing training and staff development is a requirement of the Department of Education to ensure that staff stay abreast with changes in law that regulate the administration and delivery of Title IV funds. The Department of Education, our statewide financial aid professional organization (CASFAA – California Association of Student Financial Aid Administrators), and Ed Fund all provide free or low cost training opportunities to Financial Aid staff. Scheduling staff to attend these trainings has been challenging given the growing number of financial aid applications and the challenging processes that demand staff time and attention.
c) Data Analysis and Summary
Quantitative Data: The extraction of quantitative data is difficult since one portion of the financial aid data is stored in the Financial Aid Management System and other data is stored in PeopleSoft. Unfortunately, not all data is in each system is duplicative, thus making it difficult to determine exact numbers and unduplicated headcount. The majority of data used in this report was extracted from the Chancellor’s Office Data Mart.
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A review of the system data shows that the financial aid population is for the most part reflective of the overall SCC student population. However, two groups are clearly under-represented. Those are Caucasian and Asian. The two groups that need more focused recruitment are African American and Hispanic. One concern revealed in the data collection was the slight decline in grant funding and the even more significant decline in student loans. Student loans declined by over 25%. It is unclear why this decline occurred since we are not analyzing or including the current year data which may show further decline as a result of the credit crunch. One possible barrier could be the lengthy loan approval process. Students currently wait 8-9 weeks to receive loan funds. The locally administered student survey also provided some important information. The complete survey results are provided in the Appendix. Overall, the relevant pieces of information gleaned from this survey are as follows: (a) 44.9% of all students surveyed visited the Financial Aid Office 3-6 times in a 12 month period, and 21.5% made 7 or more visits; (b) the reason for the visits varied, but the majority of students (64.6%) came to submit documents while the second highest reason for their visit (52.6%) was to obtain specific information about their file; (c) students also reported 85.1% of the time that the staff member who assisted them did not provide information about other aid availability; (d) the majority of students surveyed (63.3%) believed that the person who helped them was knowledgeable while even more students (68.7%) felt that the information provided was accurate; (e) 70.9% of the students surveyed felt comfortable with the information discussed at the front counter despite the lack of privacy; and (f) 45.8% rated the service provided as “above average” or “exceptional” where 41.1% rated their service experience as “average.” Not surprisingly, the majority of students surveyed (78.6%) stated that they preferred to receive financial aid information via email. The second most popular method of receiving information was by U.S. Mail (46.3%). Sacramento City College also participated in several nationwide student surveys that queried students on their knowledge of the financial aid process as well as their personal experience and engagement in the process. The CCSSE (Community College Survey of Student Engagement) 2008 included vital and useful information about financial aid availability and process. The majority of students at Sacramento City College reported that they had not completed a FAFSA (Free Application for Federal Student Aid) (61%). This response rate was distinctively different in comparison to other community college students attending a school of the same size (48%). This is cause for concern. Within the same survey, 42% of SCC students believed that they would not qualify for financial aid, the reason cited for their non-participation in the program. Again, this figure faltered in comparison to schools of similar size. Only 35% of students surveyed from other colleges stated the same. 53% of the SCC students surveyed reported that they did not receive any financial aid compared to only 47% of students surveyed at schools of similar size. When asked about where they learned about financial aid, the majority of SCC students reported that they received this information from their high school counselor (31%), a number significantly higher when compared to other students from colleges of similar size (23%). SCC students clearly received more support from their high schools, which begs the question – What role did their family play in providing this information? Only 19% of SCC students reported receiving this information from their parents, compared to 22% of students from other colleges who said they were provided this information by parents or other members – another statistically significant difference. Clearly our students are less likely to receive financial aid information from members of their family.
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The Noel-Levitz Student Satisfaction Inventory focused on a different set of issues – student satisfaction with services being the key focus of the inventory. The survey was conducted through the District. In the survey of 1,452 students in the District at Sacramento City College, 15 areas were identified as sources of possible strengths and 15 areas were also identified as sources of possible challenge. “Adequate financial aid is available for most students” was ranked seventh on the list. In the overall level of satisfaction in the area of “Admissions and Financial Aid,” there was a slight increase over the last survey. However, the reported level of satisfaction was the same as reported in 1998. There was a significant level of decline in student satisfaction from 1998 to 2001. It is unclear why the satisfaction level declined during this period of time or why it grew stronger from the last survey period. It should also be noted that the current level of satisfaction is still not as high as the 1998 rating. Qualitative Data: The self-administered web based survey provided qualitative data in the form of personal experience with the Financial Aid Office at SCC. The appendix to this report has a sampling of some of the comments submitted by students surveyed. 184 students submitted personal remarks which revealed some themes of unmet needs and individual concerns. The themes were: (a) long waits in the financial aid line, (b) rude and inconsiderate staff, (c) an unclear process, (d) staff provide inconsistent information, and (e) the process of receiving aid takes too long and interferes with student success. The majority of student comments expressed a high level of dissatisfaction and frustration with the process and Financial Aid staff.
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2) Advisory Board Recommendations (DSPS, EOPS, & Transfer Center) Not applicable to Financial Aid.
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3) Student Learning Outcomes
Student Learning Outcomes were developed to ensure that students were achieving certain benchmarks in learning in the classroom and within the various services points in Student Services. Accreditation standards require evidence that the institution “demonstrates a conscious effort to produce and support student learning, measures that learning, assesses how well learning is occurring, and makes changes to improve student learning.” The existing SLOs as written cannot be easily measured.
Program/Unit-Level Learning Outcomes: Upon completing service interventions by Financial Aid staff, students will know and be able to do the following: (1) identify and effectively use financial aid and other services, (2) demonstrate and understand financial aid, and (3) create and deliver appropriate communication. Program-to-Division Learning Outcomes: Several Financial Aid staff members participated in a number of focus groups that were conducted to come to a consensus regarding the definition and identification of student learning outcomes on a campus-wide basis. Program specific groups were gathered to identify program specific student learning outcomes. The Financial Aid Office outcomes are aligned with the Division Level Outcomes as listed below: Student Services Program Learning Outcomes Financial Aid Learning Outcomes
Information Competency Identify and effectively use financial aid and other services.
Life Skills and Personal Development Develop Critical Thinking Demonstrate and understand financial aid Communication Create and develop appropriate communication Cultural Competency Depth and Breadth of Understanding Quantitative Reasoning
The Financial Aid Office has not been collecting specific information on the progress of these learning outcomes. However, the student survey locally provided information that shows that students are still unclear about the process. This is evidenced by the high number of personal contacts with the Financial Aid Office as well as by comments made regarding a lack of accurate and consistent information provided by the Financial Aid staff. The SLOs need to be reviewed again to determine how the student learning and achievement in this area can be measured. If the existing SLOs can’t be measured, then new SLOs should be developed. Further, a regular schedule of student feedback needs to be developed to meet the goal of continual program development. Future Direction: We are not able at this time to identify and select one learning outcome that will be measured during the next year. More time and thought needs to be dedicated to this program component to investigate the feasibility of developing a rubric for measurement that can then be translated into a student survey.
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4) Curriculum
The Financial Aid Office offers the Financial Aid Student Success workshop (FASS) to students who have been dismissed from the program due to a lack of satisfactory academic performance. In most cases it is a condition of readmission/reinstatement. The workshop provides information about the expectation for students to persist and succeed academically consistently progressing towards achieving their stated educational goal. Students are required to sign a contract that acknowledges their understanding of the program and stipulates to an agreement to meet with a counselor every semester. The program has not been analyzed since its inception. The data measures included in the appendix are presented as a framework to begin tracking and establishing the success or lack thereof of the students who have participated in this program. A more extensive analysis of student success is needed. Future Direction: The Financial Aid Office will establish a reporting process whereby we will measure the success, retention, and persistence of students who have participated in the FASS program to determine its effectiveness. Additionally, a post workshop evaluation form will be developed to collect student input.
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5) Program Resource Utilization
Program review and planning must be integrated with other planning processes such as the Student Services Plan, Enrollment Management Plan, and Individual Unit Plans. The weaving together of data and planning is a strong measure of institutional effectiveness.
Staffing Trends: The 2008-09 Financial Aid staff consists of: 1 FT classified staff Supervisor (currently vacant), 4 FT Financial Aid Officers, 4 FT Assistant Financial Aid Officers, 7 FT Financial Aid Clerk II, 8-15 temporary Classified staff, and 8-15 federal Work Study students.
For the last 2 ½ years the Financial Aid Office has been led by an Interim Dean and Interim Supervisor. Both of these positions were in-filled with existing College staff, causing a ripple effect that left several positions vacant that were filled by temporary staff. In addition, the stress and extreme pressure placed on staff by students to be more effective and efficient in the awarding process has established a pattern of high staff turnover. As of the writing of this report, the Financial Aid Supervisor position still remains unfilled. We will continue to try and recruit a qualified person for this critical position.
Staff Participation: Classified staff participate in the following committees: Budget, and Scholarship. Staff Professional Development: Staff development training opportunities are being scheduled to address some of the issues and concerns expressed in the most recent student survey. Additionally, employees are sent to many federal and State financial aid training opportunities so that they can develop relationships with their colleagues at other community colleges and receive vital and important information on federal updates, financial aid regulations, and best practice strategies for financial aid processing. Facilities & Equipment: The existing space provided to the Financial Aid Office presents many challenges. Ongoing facility constraints have become a barrier to providing confidential and respectful service to the students receiving financial aid. This is a concern that was expressed repeatedly in a recent student survey. Students need a private place to discuss their personal and financial information. The existing service window does not support this level of communication. Students are required to share their confidential information with other students either directly next to them or within listening distance. The Financial Aid employees are split into two sides of the building making it difficult to network and collaborate as a unit. The “customer service” side of Financial Aid is visibly more hectic and physically challenged in their space allocation. Further, they have less opportunity for quiet time to work on tasks that require concentration and focus. The goal of “creating a working environment from hostile students to eliminate a direct threat to staff safety” included in the current Unit Plan is one that presents concern. It is clear that students are frustrated, with high expectations of immediate funding. Staff feel the brunt of this frustration, and are working hard to provide good service, but are tied to the antiquated processes that have been in place for many years. Technology enhancements should address both sides of this issue. Finally, the existing service area is not set up to accommodate students with disabilities. The hallway outside of the Financial Aid Office is narrow and has no room for chairs or other seating. A seating area is needed where students with disabilities can wait comfortably instead of standing for long periods of time in the Financial Aid service line. This issue has been a long-term concern of the DSP&S Office, one that must be addressed in the very near future. Finances & Budget: The budget has remained relatively stable over the last several years, although recent declines in State income threaten to eliminate a large portion of the capacity based budget (BFAP). Additionally, the majority of funds spent have been allocated to hiring temporary staff. Antiquated and manual processes have prescribed this expenditure. The opportunities to expand the use of technology and
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improve efficiency and productivity are many and will then allow the Financial Aid Office to use BFAP money to sponsor and recruit inside and outside of the institution. Future Directions: Staffing: The College just recently approved a new position that has been earmarked for financial aid outreach and in-reach. This position will be directly responsible for all recruitment activities as well as financial aid promotional and informational materials, and the communication provided to students.
Professional Development: The Dean of Enrollment and Student Services is committed to the continual development and training of all staff in the Financial Aid Office.
Facilities: This year the Associate Vice President and Dean of Enrollment and Student Services will work
with a designer to determine the optimal configuration of the Financial Aid Office; one that will provide the most service window space while also establishing an area for confidential meetings with students.
Equipment: The Financial Aid Office will work with SCC Information Technology to ensure that all
equipment is placed on a regular replacement cycle. No new or additional equipment needs are anticipated.
Budget Changes: The Financial Aid Office will continue to monitor the State budget crisis and will develop a conservative spending plan for the next two years as a backup to address looming budget cuts.
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6) Collaboration Across Our Communities
Current Partnerships: The current partnerships with the Financial Aid Office are few and far between. Our partners are EOPS, and Admissions and Records.
Future Directions: The Financial Aid Office will work on expanding its internal and external partnerships as well as establishing partnerships with the other colleges within the District to collaborate on joint technology enhancements.
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7) Other Program Issues
Data collection and integration continues to be a problem since the Financial Aid Management System is separate from the District ERP Student Information System. Data is neither consistent nor duplicative between the two systems, thus making data analysis and compliance reporting challenging. Another related issue is the underutilization of technology. Current processes are still mostly manual. Student communication is not effective or timely. The student web-based information companion is also not complete or set up in a way that is conducive to providing clear and complete information to students. These challenges can be easily addressed through additional programming and the hiring of a dedicated FAM system expert. Space continues to be an ongoing challenge for both the Financial Aid staff and its students. These issues need to be addressed as soon as feasibly possible to avoid further staff polarization and increased student dissatisfaction.
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Appendix A – Data Measures
A.1 Student In-reach/Outreach Category Target Population Number of Participants
In-reach SCC Students 1816 Outreach Feeder High Schools 56
Community Events 2352 Foster Youth 55
Educative Loan Workshops 4683 FASS and Orientation 261
Total Contacts 9185 A.2 Program Participants
Ethnicity SCC % * LRCCD % ** Financial Aid *** African American 14.0 11.0 13.18 Asian 21.5 14.2 05.23 Hispanic 16.6 14.9 15.49 Native American 01.1 01.2 03.62 Caucasian 32.0 42.8 12.22 Filipino 03.6 03.1 16.47 Pacific Islander 01.3 01.3 12.66 Other 07.2 11.5 31.68 *2006-07 ARCC Report **August 2008 – SCC Research Brief ***2006-07 CCCCO Data Mart A.3 Award Trends – Quantitative Data Total Awards by Fund Category
Fund Category
Number of Students Awarded
2005-06 2006-07 2007-08 % Change
Pell Grant 9137 9341 9884 8.2%FSEOG 1628 1531 1270 -21.9%Loans 875 846 801 -8.4%BOGG 14968 16579 16263 8.6%Cal Grant 1490 1654 1365 -8.4%FWS 227 210 169 -25.0%Acad. Compt. Grant N/A 14 94 NATotal # of Awards 28325 30175 30129 6.4%
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Fund Category Total Awards in Dollars
2005-06 2006-07 2007-08* % Change
Pell Grant $10,881,835 $10,738,575 $28,761,024 167.83%SEOG $799,872 $762,771 $677,251 -11.21%Loans $4,048,949 $3,866,371 $4,328,153 11.94%BOGG $5,499,881 $5,251,702 $4,647,369 -11.51%Cal Grant $1,405,926 $1,335,871 $1,391,690 4.20%Other $56,177 $143,201 $211,572 47.74%Acad. Compt. Grant N/A $9,715 $59,613 513.62%Total # of Awards $22,692,640 $22,108,206 $40,077,448 81.28%
There was a significant increase in Pell awards due to an increase in enrollment fees
Distribution of Awards by Ethnicity
BOGG Fee Waiver Ethnicity
2005-06 2006-07
% of Total
African American 3376 3821 13.18% Asian 3443 3623 5.23% American Indian 221 229 3.62% Filipino 419 488 16.47% Hispanic 2498 2885 15.49% Other Non-White 442 496 12.22% Pacific Islander 237 267 12.66% White Non-Hispanic 3560 3807 6.94% Unknown 772 963 24.74% Total # Applications 14968 16579 10.76%
Ethnicity Grants
2005-06 2006-07
% of Total
African American 2025 1990 -1.73% Asian 2324 2236 -3.79% American Indian 115 112 -2.61%
Filipino 163 146-
10.43% Hispanic 1153 1224 6.16% Other Non-White 252 255 1.19% Pacific Islander 93 109 17.20% White Non-Hispanic 2211 2174 -1.67% Unknown 337 404 19.88% Total # of Awards 8673 8650 -0.27%
Ethnicity Loans
2005-06 2006-07
% of Total
African American 276 206 -25.36% Asian 65 51 -21.54% American Indian 18 10 -44.44% Filipino 21 15 -28.57% Hispanic 104 80 -23.08% Other Non-White 30 27 -10.00% Pacific Islander 6 7 16.67% White Non-Hispanic 267 180 -32.58% Unknown 44 34 -22.73% Total # of Awards 831 610 -26.59%
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A.4. ISIR Trends
Academic
Number of ISIRS
Year 2005-06 2004-05 15669 2005-06 16203 2006-07 15924 2007-08 17666 2008-09 17276 ** ** 2008-09 is as of 10-13-2008
A.5 Student Survey Data Sacramento City College Locally Administered Survey – Personal Remarks (N=839)
• I feel that if I stand in a ridiculously long line and was not sure that I had to make my own copies, then the least the financial aid office can do is allow me to make copies and come back with the same spot in line.
• All the forms should be available on the SCC financial aid website. • As a returning student without a high school diploma (it’s been 23 years) I feel that there is not enough
assistance in obtaining financial aid and enrolling in school, unless you have been referred by some other program (such as CalWORKS). There is a lot of information and it has been a long and confusing experience so far.
• At the office trying having more helpers because there were really long lines all those times I went and it took forever but other than that the service was great.
• Confidentiality is a huge problem. It’s very uncomfortable discussing your personal business in the hallway with a line of people with all ears on you.
• Some of the staff doesn’t appear to be knowledgeable and/or confident about some of the information that is being relayed to us students.
• Each person I have spoken to has given me contradictory information from the last. No one has the correct answer or sufficient guidance for my questions. No one has taken enough time for me to explain and answer my questions, mostly I feel pushed in the door and out the door as fast as possible.
• Financial Aid is a great thing, but more information on how to use the website may help future college students a lot better because I didn’t really understand the website and how to change my pin. Also, I had no idea that when I created a second account, I would have to do the rest of my financial aid through mail although I do not mind.
• For all the times that I have called and visited the financial aid office, the employees do not seem to be very helpful. I am treated as a number and feel like I do not always get the correct information, resulting in MULTIPLE visits. This is not right, especially because your employees rush through the visits.
• Have financial aid funds available BEFORE the semester stars. PLAN for the following semester “rush”. Have accurate information for students, and NO delays.
• Honestly, I think you guys are doing a great job! Perhaps you could add more people at the counter so the waiting time can be reduced. Thank you!
• I am disappointed with my visit to SCC Financial Aid. I was told that I don’t need to do anything and I will receive a packet of information within a week. It has been 5 weeks and I haven’t received anything.
• I found the clerk who helped me during my visit to be pleasant, but they didn’t want to do any more than the bare minimum. My questions were not well addressed.
• I have already started classes without any financial aid and need books as soon as possible to complete homework and NOT GET BEHIND IN MY CLASS as it would affect my grade. Why are the checks not sent when needed for the first day of school?
• I think everything is fine and you are doing a great job helping others as it improves your services.
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• I think the Financial Aid Office should keep the web page updated because I think most people preferred that way.
• I think the services from the Office of financial Aid in Sacramento City College now is really good and helpful for me, so I don’t have any complaints about it.
• It just seems as though it would be easier if there was only one site that had ALL anyone could ever want to know about financial aid, instead a whole bunch of other sites that have little snippets of information and links that send you to a link that should, but may not, link you to the appropriate website.
• Make financial aid award info available online so it would be accessible to those who work during financial aid business hours and are unable to make it to the financial aid office in person
• Maybe, online orientation for loans, or some interactive meeting, where everyone joins, webcast. • Open the Financial Aid Office so students with excessive paperwork and issues can sit down with a
counselor instead of waiting inline to be spoken to through a window. It speeds up the line for those of use who just need to submit a few papers. Very impersonal and sensitive.
• The people that help students with financial aid need to be more sympathetic to students who have never attended college, or never applied for financial aid before. Don’t assume every student knows how the system works. If it’s mundane to the employee maybe they should try a different outlook on their job.
Noel-Levitz Student Satisfactory Inventory, Spring 2008
Sacramento City College : Fifteen areas have been identified as strengths. In descending order of importance, the top ten strengths are: ● The quality of instruction I receive in most of my classes is excellent ● I am able to register for classes I need with few conflicts ● Nearly all of the faculty are knowledgeable in their fields ● I am able to experience intellectual growth here ● There is a good variety of courses provided on this campus ● Faculty are fair and unbiased in their treatment of individual students ● Library resources and services are adequate ● Faculty are usually available after class and during office hours ● Computer labs are adequate and accessible ● Policies and procedures regarding registration and course selection are clear and well-publicized Fifteen areas have been identified as possible sources of challenge. In descending order of importance, the top ten areas are: ● Classes are scheduled at times that are convenient for me ● My academic advisor is knowledgeable about the transfer requirements of other schools ● The campus is safe and secure for all students ● The amount of student parking space on campus is adequate ● My academic advisor is knowledgeable about my program requirements ● Parking lots are well-lighted and secure ● Adequate financial aid is available for most students ● This school does whatever it can to help me reach my educational goals ● Security staff respond quickly in emergencies ● My academic advisor helps me set goals to work toward Since the 2004 Survey, there have been improvements in satisfaction on five areas assessed by the inventory. These are in descending order of improvement: ● The amount of student parking space on campus is adequate ● Parking lots are well-lighted and secure ● Financial aid awards are announced to students in time to be helpful in college planning ● College’s commitment to commuters ● Academic support services adequately meet the needs of students
2009-2011 Financial Aid Program Review – Section II 16
Between the two time periods, there are no declines in the level of student satisfaction on any of the areas surveyed. A.6 Financial Aid Student Success Workshop Fall 2007 - New Participants
Spring 2008
Fall 2008
Total 156 Dismissed 156 45 (29%) 75 (48%) Spring 2008 – New Participants
61
35 (57%)
Sacramento City College: Office of Financial Aid
1. On average, how many times have you visited the financial aid office over the last 12 months?
Response
Percent
Response
Count
0 6.0% 47
1-2 27.5% 217
3-6 44.7% 353
7 or more 21.8% 172
answered question 789
skipped question 4
2. How long ago was your last visit to the Financial Aid Office?
Response
Percent
Response
Count
This Week 13.9% 107
This Month 27.1% 209
Last Month 26.3% 203
Within the Last Three Months 19.6% 151
Within the Last Six Months 6.4% 49
Within the Last Year 6.7% 52
answered question 771
skipped question 22
Page 1
3. Check the reason(s) for visiting the Financial Aid Office (List all those that apply)
Response
Percent
Response
Count
To schedule a loan workshop
appointment7.4% 58
To schedule an appointment with a
staff member3.8% 30
To get general financial aid
information46.5% 363
To get specific information on your
financial aid file52.2% 408
To check your award status 32.7% 255
To get explanation of awards 13.7% 107
To resolve a FAFSA problem 30.9% 241
To submit documents 63.8% 498
To discuss ineligibility status 9.2% 72
To get information on employment 4.2% 33
Other: Please Describe 7.2% 56
answered question 781
skipped question 12
4. Were you informed about other types of financial aid and/or services during your visit(s) to the Financial Aid Office?
Response
Percent
Response
Count
Yes 15.2% 117
No 84.8% 653
If "Yes", please describe 59
answered question 770
skipped question 23
Page 2
5. I felt the person who helped me was knowledgeable.
Response
Percent
Response
Count
Stongly Agree 18.6% 144
Agree 45.4% 352
Neutral 26.8% 208
Disagree 6.2% 48
Strongly Disagree 3.0% 23
answered question 775
skipped question 18
6. I felt the information provided to me was accurate?
Response
Percent
Response
Count
Stongly Agree 19.9% 153
Agree 49.9% 384
Neutral 22.5% 173
Disagree 5.1% 39
Strongly Disagree 2.7% 21
answered question 770
skipped question 23
Page 3
7. I felt comfortable with the level of personal information that was discussed at the front counter?
Response
Percent
Response
Count
Stongly Agree 20.3% 156
Agree 50.8% 391
Neutral 20.1% 155
Disagree 6.1% 47
Strongly Disagree 2.7% 21
answered question 770
skipped question 23
8. Overall, how would you rate the quality of the services you received at the Financial Aid Office?
Response
Percent
Response
Count
Exceptional 16.6% 127
Above Average 29.2% 224
Average 41.4% 317
Below Average 9.5% 73
Unacceptable 3.3% 25
answered question 766
skipped question 27
Page 4
9. How often have you used the Financial Aid WEBSITE to check your status?
Response
Percent
Response
Count
Never 8.9% 69
Once or Twice 24.2% 187
Occasionally 31.5% 243
Often 23.4% 181
Very Often 11.9% 92
answered question 772
skipped question 21
10. I found the Financial Aid website to be very helpful?
Response
Percent
Response
Count
Stongly Agree 20.0% 155
Agree 59.9% 464
Disagree 10.7% 83
Strongly Disagree 3.4% 26
Not Applicable 7.4% 57
answered question 774
skipped question 19
Page 5
11. I found the Financial Aid website easy to use?
Response
Percent
Response
Count
Stongly Agree 18.3% 143
Agree 60.4% 471
Disagree 11.9% 93
Strongly Disagree 3.5% 27
Not Applicable 7.2% 56
answered question 780
skipped question 13
12. I prefer to receive Financial Aid information through…
Most Preferred Acceptable Least PreferredRating
Average
Response
Count
U.S. Mail 47.4% (318) 44.9% (301) 7.7% (52) 1.60 671
Email 78.2% (572) 20.4% (149) 1.4% (10) 1.23 731
Text Message 10.8% (55) 24.0% (122) 65.2% (331) 2.54 508
