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The Financial Aid Office administers student financial assistance programs, including federal and state financial aid, scholarships, and governmental agency awards. This collection is composed mainly of scholarship pamphlets. Also included is a small amount of material dealing with financial aid information.

Cover title 1987-1988 ed.: Financial aid to Illinois students. ; Mode of access: Internet. ; Issued by: Illinois Office of the Superintendent of Public Instruction, ; by Governmental Relations, Illinois State Board of Education,

Abstract
To say that financial aid is a key component of the college admissions process is an understatement. For the student and her family, financial aid is a way to afford quality post-secondary education that otherwise may have been unobtainable. For the college, financial aid is a method to compete for the best and brightest students. For policymakers, financial aid is a subsidy for educational expenses where constituencies often differ over its merits. This research attempts to analyze the financial aid process by considering the ability of a student to act strategically. A game-theoretic model developed by Epple, Romano, Sarpca, and Sieg (2005) is utilized and evaluated using empirical evidence from the 1996 National Postsecondary Student Aid Study (NPSAS:96). It is shown that a student can maximize her financial aid offer by increasing the number of schools to which she has been accepted after controlling for ability, demographics, state fixed effects and institutional characteristics. A matching estimator to calculate average treatment effects and properly address endogeneity concerns.

In the nearly fifty years since the adoption of the Higher Education Act of 1965, financial aid programs have grown in scale, expanded in scope, and multiplied in form. As a result, financial aid has become the norm among college enrollees. Aid now flows not only to traditional college students but also to part-time students, older students, and students who never graduated from high school. Today aid is available not only to low-income students but also to middle- and even high-income families, in the form of grants, subsidized loans, and tax credits. The increasing size and complexity of the nation's student aid system has generated questions about effectiveness, heightened confusion among students and parents, and raised concerns about how program rules may interact. In this article, Susan Dynarski and Judith Scott-Clayton review what is known, and just as important, what is not known, about how well various student aid programs work.

The evidence, the authors write, clearly shows that lowering costs can improve college access and completion. But this general rule is not without exception. First, they note, the complexity of program eligibility and delivery appears to moderate the impact of aid on college enrollment and persistence after enrollment. Second, for students who have already decided to enroll, grants that tie financial aid to academic achievement appear to boost college outcomes such as persistence more than do grants with no strings attached. Third, compared with grant aid, relatively little rigorous research has been conducted on the effectiveness of student loans. The paucity of evidence on student loans is particularly problematic both because they represent a large share of student aid overall and because their low cost (relative to grant aid) makes them an attractive option for policy makers.

Future research is likely to focus on several issues: the importance of program design and delivery, whether there are unanticipated interactions between programs, and to what extent program effects vary across different types of students. The results of this evidence will be critical, the authors say, as politicians look for ways to control spending.

Report of the Texas State Auditor's Office related to determining whether the development of a Student Financial Aid (SFA) self-assessment tool by the State Auditor's Office would improve colleges' and universities' ability to efficiently administer financial aid programs and comply with related regulations.

Under the current financial aid system in the United States, most students do not find out the amount of financial aid for which they qualify until after they have applied to college and been admitted. There is evidence that for low-income students, this is too late in the college access and choice process. This article explores the feasibility and challenges of making commitments of financial aid to students earlier in their educational careers (such as during the middle school or early high school years) to encourage them to focus on the academic and social aspects of preparing for college entry.