|Submission Date||May 31, 2017|
PA-7: Affordability and Access
|1.47 / 4.00||
Does the institution have policies and programs 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:
Mills maintains a strong financial aid program. Currently, more than 90% of entering undergraduates receive some type of financial assistance. Mills applicants are selected on a need-blind basis.
Financial assistance for attending Mills can come from the following sources:
Federal government grants
State of California grants (for state residents)
Mills College merit and need-based scholarships
Federal government sponsored student loan programs
Other student loans
A brief description of any programs to equip the institution’s faculty and staff to better serve students from low-income backgrounds:
The college holds an annual day-long advising workshop to prepare faculty for their role as advisers, including discussion of how to assist students from low-income backgrounds. The advising page on the College's website for faculty includes resources for working with low income students.
A brief description of the institution’s programs to guide and prepare students and families from low-income backgrounds for higher education:
Summer Academic Workshop
This four-week residential program, tailored for first-generation college students and students of color, provides selected students with a rigorous academic transition to college and a lasting support community. Over the four weeks, SAW students participate in approximately 68 hours of class time across four course modules (English, social justice, sociological inquiry, and mathematics), and three workshops (sociology, study skills, and writing). This is complemented by 48 hours of structured study time, interspersed with leadership development and team-building activities, introductions to key areas and resources on campus, weekly educational and social outings, athletic programs, and introductions to library and computing services available at Mills. SAW students consistently cite their participation in this program as one of the most meaningful, useful, and memorable aspects of their entire college experience.
A brief description of the institution's scholarships for low-income students:
Most Mills scholarships are need-based and do not require a separate application.
A brief description of the institution’s targeted outreach to recruit students from low-income backgrounds:
Mills recruits, admits, and enrolls a high proportion of students from low-income backgrounds. The admission staff visits high schools, college fairs, and community colleges which serve students from this population. Over 30% of the students enrolled at Mills are first-generation to college and a significant number of students receive Cal Grants and Pell Grants.
A brief description of the institution’s other policies or programs to make the institution accessible and affordable to low-income students:
Does the institution have policies and programs to support non-traditional students?:
A brief description of the institution’s scholarships provided specifically for part-time students:
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:
A brief description of the institution’s other policies and programs to support non-traditional students:
Two lounges provide support specific to non-traditional students:
The Mary Atkins Lounge, located in Rothwell Center, provides a space for undergraduate resuming students to find community at Mills. The lounge, with comfy chairs and sofas and a full kitchen, makes a great place to study, take a break, and connect with other resuming students. Resumers also have access to an adjacent locker room with bathrooms and a shower. The lounge is staffed by the Mary Atkins Peer Advisor who oversees the space, updates resource information, and organizes social activities including Community Meetings and the Mary Atkins Toast.
The Parenting Lounge, located in Rothwell Center, is a great place to connect with other Mills student parents, share resources and spend time with their children on campus. Equipped with couches, a computer, a play area with children’s books and games, as well as a microwave, refrigerator, and study tables, the parenting lounge is a vital resource to the Mills parenting community. Parenting students also have access to the Mary Atkins Lounge kitchen and computer lab. The lounge is staffed by the Parenting Peer Advisor, who updates resource information, and organizes social activities including the Trick-or-Treat event and Pre-Mother’s Day Brunch.
Does the institution wish to pursue Part 2 of this credit (tracking accessibility and affordability)? (If data is not available, select 'No'):
The percentage of entering students that are low-income (0-100):
The graduation/success rate for low-income students (0-100):
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):
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):
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):
The website URL where information about the programs or initiatives is available:
Additional documentation to support the submission:
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.