Overall Rating Gold
Overall Score 69.69
Liaison Barbara Kviz
Submission Date Feb. 7, 2019
Executive Letter Download

STARS v2.1

Carnegie Mellon University
PA-7: Affordability and Access

Status Score Responsible Party
Complete 3.21 / 4.00 Brian Hill
Director of Student Financial Services
Student Financial Aid
"---" indicates that no data was submitted for this field

Does the institution have policies and programs to make it accessible and affordable to low-income students?:
Yes

A brief description of any policies and programs to minimize the cost of attendance for low-income students:

Our institutional awarding practices recognize the importance of affordability and attempt to create equal access to all students. Students with need are eligible for and will receive grants, employment opportunities and low interest student loans to enable them to enroll and persist. We also have in place a practice that allows us to re-evaluate students special financial circumstances annually and as needed, to make sure they have adequate financial resources to remain enrolled. This ensures that those students who enroll as first year students are able to persist to graduation.


A brief description of any programs to equip the institution’s faculty and staff to better serve students from low-income backgrounds:

We do not have any specific programs for faculty and staff, though we provide extensive training to staff to help them serve families from all income and need levels. To supplement this, we also provide access to financial literacy materials that can be shared with students to assist with counseling.


A brief description of the institution’s programs to guide and prepare students and families from low-income backgrounds for higher education:

Our summer access pre-college programs provide prospective students with the opportunity to take rigorous college-level course work and participate in projects that will help prepare them for highly selective universities . We also host three overnight weekend events per year called Celebration of Diversity. For these events, we provide travel assistance to low income families from around the country to visit our campus. While they’re on our campus, we provide opportunities for these students to learn more about our admission and financial aid process.


A brief description of the institution's scholarships for low-income students:

While we do not have designated scholarship programs for low income students, we have financial aid policies and practices in place to provide need-based financial aid to all students in an effort to meet their demonstrated need.


A brief description of the institution’s targeted outreach to recruit students from low-income backgrounds:

Our outreach to low income students comes through in many of our access initiatives. We currently work with Raise.me a national micro-scholarship organization that helps us identify low income students and their respective high schools. We have also established partnerships with community based organizations (CBOs) from around the country. These organizations help us identify talented low socioeconomic students that may be the right fit for Carnegie Mellon. Our summer access pre-college programs are another tool to recruit low-income students. During the on-campus programs, prospective students can take advantage of rigorous college-level course work and projects that will help prepare them for highly selective universities . Lastly, we host three overnight weekend events per year called Celebration of Diversity. During these weekends, we provide travel assistance to low income students from around the country to visit our campus. While they’re on our campus, we provide opportunities for these students to learn more about our admission and financial aid process.


A brief description of the institution’s other policies or programs to make the institution accessible and affordable to low-income students:
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Does the institution have policies and programs to support non-traditional students?:
Yes

A brief description of the institution’s scholarships provided specifically for part-time students:
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A brief description of the institution’s on-site child care facility, partnership with a local facility, and/or subsidies or financial support to help meet the child care needs of students:

We have an on-site child care facility called the Cyert Center for Early Education which serves children of university faculty, staff, and students. The program has been strongly inspired by the philosophy of the schools of Reggio Emilia, Italy and continues to be involved in a serious study of this approach to early education. The center provides high quality care and early education to children between 12 weeks of age and kindergarten in a year-round program.

The program uses a Sliding Scale Benefit, which may provide a reduction in the tuition rate to those who qualify.


A brief description of the institution’s other policies and programs to support non-traditional students:

Our university financial aid policies and practices for non traditional students are equal to those that we offer for traditional students.


Does the institution wish to pursue Part 2 of this credit (tracking accessibility and affordability)? (If data is not available, select 'No'):
Yes

The percentage of entering students that are low-income (0-100):
14.80

The graduation/success rate for low-income students (0-100):
84.70

On average, the percentage of need that was met for students who were awarded any need-based aid (e.g. as reported to the U.S. Common Data Set initiative, item H2) (0-100):
99.20

The percentage of students graduating with no interest-bearing student loan debt or for whom no out-of-pocket tuition is required (i.e. the percentage of graduates who have not taken out interest-bearing loans) (0-100):
22

Estimated percentage of students that participate in or directly benefit from the institution’s policies and programs to support low-income and non-traditional students (0-100):
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The website URL where information about the programs or initiatives is available:
Additional documentation to support the submission:
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The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.