1. That Was Easy!
Preliminary results from two approaches to simplify student financial assistance in Canada
SFARN Conference
Indianapolis, IN
Friday, June 12, 2009

2. Overview Origins Description of the projects Methodology
Preliminary results
Next steps
Observations and questions
Discussion and Q&A

3. Where Did The Project Come From?
Canadian government priority
Federal government in 2006 and 2008
Provincial government reviews (various)
Stakeholders
Student organizations and observers (e.g., EPI Canada, Schwartz)
US influence
Dynarski, TICAS, ACSFA, College Board
Concern about literacy levels of applicants
PEI study of entering students suggest 1/3 don’t have PSE literacy and numeracy skills
NS – 240,000 adults without sufficient literacy skills

4. Two Projects, Two Approaches
Need Assessment Simplification Project
Data Element Analysis
Student Aid Comprehensibility Project
Plain Language Analysis
What impact does each data variable have on the outcome of need assessment?
How many variables could be removed from need assessment before negatively impacting many students?
What literacy or numeracy skills are required to complete student aid forms?
Are there trouble spots in student aid forms resulting from poor design?
What would a simplified and re-designed form look like?

5. Big Question
How can we make the student loan application process simpler
and better?

6. Project Overview Objective: To provide policy advice to government
Four provincial partners:
Alberta, Saskatchewan, Manitoba, Nova Scotia
Each province provided complete SFA data from 2007/08 loan year
Access to both paper-based and on-line application forms
Consultants carry out the analysis

7. Where Does the Data Come From?

8. Methodology Data element analysis Comprehensibility study
Regression analysis of provincial student aid data
Develop models of assessment with fewer variables
Focus on outcomes for particular target groups
Comprehensibility study
“Plain language” best practices
Grade reading level assessment of paper and on-line application forms
On-line applications will also be assessed based on logic of web design
Design and field test of prototype form

9. What Is Our Sample? Province Data + Year # of Student Records
# of Variables
# of Non-eligible
Alberta
NAR 2007/08
23,213
149 1
Manitoba
11,634
125
4,565
Nova Scotia
16,853
111
345
Saskatchewan
13,054 27
1015

10. Need Assessment Simplification
Preliminary Results from Provincial Data Analysis

11. Data Analysis: Top Line Results
There are a number of variables significant to the assessment outcome: student characteristics, costs and resources
Appears to be little room for eliminating any of these and the scope for substitution also appears limited
All of the variables together do not explain 100% of assessed need
Preliminary

12. Core Variables Preliminary Student Characteristics Single or married
Dependent children
Living at home (with parents) or not
Physical or other registered disability
Cost
Resources and assets
Tuition
Books
Computers
Parents’ income
Parents’ assets
Student income (pre- and in-study)
Merit scholarship income
Spousal pre-study income
Vehicles
Retirement savings
Preliminary

13. Comprehensibility Study
Preliminary Results of Analysis of Provincial Forms

14. Comprehensibility Study: Top Line Results
Paper based forms so far, but on-line forms are in the plan (~90% of applications)
There are best practices to be found...however,
There is reason to be concerned about the majority of the language and design of the forms – in many cases, the forms are assessed at literacy levels well beyond high school
It is also possible that the complexity of forms is leading to errors
A particular area of concern is the informed consent students are asked to sign
Preliminary

15. Examples Of Problems Problem sentence Words per sentence Alternative
Students with permanent disabilities who require a reduced course load may also remain eligible for Student Aid if they maintain 40% of a full course load. 26
Students with permanent disabilities can choose to reduce their course load. They are still eligible for student aid if they maintain 40% of a full course load. 11 16
All information and required documentation must be received no later than …
We must receive your complete application by … 7
Signatures are to be written in ink.
Sign in ink. 3

16. Reading Level Assessment By Section
Prose Passages
Assessed Grade Literacy Score
Section 400: Residency 14
Section 600: Students with Permanent Disabilities
Section 1200: Transportation/Relocation Expenses 13
Section1400: Applicant’s Assets 11
Section 1500: Vehicles
Applicant’s Declaration and Consent (Page 7) 20
Parental Declaration and Consent (Appendix B)
Average Grade Reading Level – all samples from the form 15
Preliminary
* Target grade reading level: 11

17. When Is Consent Not Consent?
Legal consent and declarations written by lawyers for other lawyers (think about Grade 20 for a moment)
Do students and parents genuinely know what they’re signing on to? If not, are they responsible for their obligations?
Mar. 2002, Supreme Court of Canada says in a judgement that the obligation to “provide consumer information” is an obligation to communicate in “straightforward and clear language, directed towards an unsophisticated person.” [Smith v. Co-operators General Insurance Co., 2002 SCC 30. File No.: 27875]

18. Next Steps
Complete provincial data analysis, including modeling by different student types
Complete forms assessments, especially on-line apps
Develop provincial reports
Engage provinces (and feds?) about what the results mean for programs
Merge what we’ve learned in the two projects into a prototype form
Field test the prototype in Manitoba

19. Observations & Questions
There are limits to reducing the number of questions or data elements
Technology already offers some solutions
We can make applications better even if we don’t make them shorter
Do we know the extent to which forms are a barrier?
To what extent are we prepared to different tracks for different groups of students?
Do we actually need something more radical?

20. Discussion and Q & A
Noel Baldwin