|Submission Date||Dec. 8, 2015|
PA-8: Affordability and Access
Director of Environmental Sustainability
Does the institution have policies and programs in place to make it accessible and affordable to low-income students?:
A brief description of any policies and programs to minimize the cost of attendance for low-income students:
Based on the info provided on the FAFSA (Free Application for Federal Student Aid) we determine a families Estimated Family Contribution. Through a combination of merit scholarship, grants, federal, state, and a limited number of endowed scholarship, we assemble financial aid packages for all students showing financial need.
A brief description of any programs to equip the institution’s faculty and staff to better serve students from low-income backgrounds:
Guilford by its very nature and core values is equipped to serve a brief description of the institution's programs to prepare students from low income backgrounds for higher education.
A brief description of any programs to prepare students from low-income backgrounds for higher education:
Through SACAS, NACAC and CACRAO, we participate in programs like camp college that exposes low-income (and minority) students to the college search process.
A brief description of the institution's scholarships for low-income students:
As a college that believes in equality, we do not have any scholarship set aside for low-income students. The process of granting financial aid to students who have demonstrated a level of need includes grants and scholarships (from the college, state and federal government).
A brief description of any programs to guide parents of low-income students through the higher education experience:
Guilford College admission staff members travel across the country conducting "preparing for college" workshops at high schools and other community organizations. These programs include families from all income levels.
A brief description of any targeted outreach to recruit students from low-income backgrounds:
Our primary markets are on the East Coast with North Carolina being the state where we draw the largest number of students. We encourage students from all backgrounds to apply and attend Guilford College. We work with national and regional outreach organizations (Prep for Prep, TEAK, LEDA, AVID, College Horizons, College Vision,and KIPP)to recruit students to Guilford College. In addition, we participate in college fairs (i.e. Alcanza)that have a special focus on minority and low income students.
A brief description of other admissions policies or programs to make the institution accessible and affordable to low-income students:
The goal of the Guilford College admission process is to identify those applicants who will benefit most from a Guilford education and contribute to the Guilford community. The admission committee thoroughly reviews each applicant to determine academic preparation as well as evaluate other qualities such as leadership, creativity, and school and community involvement.
A brief description of other financial aid policies or programs to make the institution accessible and affordable to low-income students:
For first-year applicants, we consider the coursework and grades (weighted and unweighted GPA), with the expectation that they will have at least four college-preparatory courses each year, although no specific number of courses is required, and with the hope that students have challenged themselves with any available advanced courses. To that extent that we can, we also consider the level of competition in a student's high school.
Applicants who choose Guilford's Test Optional Policy must also submit the Test Optional Form and have an admission interview, either on campus or by telephone. Students are responsible for scheduling an interview.
A brief description of other policies and programs to make the institution accessible and affordable to low-income students not covered above:
Does the institution have policies and programs in place to support non-traditional students?:
A brief description of any scholarships provided specifically for part-time students:
A brief description of any onsite child care facilities, partnerships with local facilities, and/or subsidies or financial support to help meet the child care needs of students:
A brief description of other policies and programs to support non-traditional students:
We have advisers who are specially trained to support students who are older than traditional-aged students, and systems of tutoring and other academic support for all students. There is a separate student government group for non-traditional students, and separate representation by those students on College committees.Tuition rates for non-traditional students are lower than the tuition rates for traditional students.
Does the institution wish to pursue Part 2 of this credit (accessibility and affordability indicators)?:
Indicators that the institution is accessible and affordable to low-income students::
|The percentage of entering students that are low-income||---|
|The graduation/success rate for low-income students||---|
|The percentage of student financial need met, on average||---|
|The percentage of students graduating with no interest-bearing student loan debt||---|
The percentage of students that participate in or directly benefit from the institution’s policies and programs to support low-income and non-traditional students:
The website URL where information about the institution's affordability and access programs is available:
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.
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.