| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 52.64 |
| Liaison | Patrice Langevin |
| Submission Date | March 6, 2020 |
Pitzer College
PA-8: Affordability and Access
| Status | Score | Responsible Party |
|---|---|---|
|
1.58 / 4.00 |
Milan
Stijepovic Asst Director of Sustainability Facilities |
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indicates that no data was submitted for this field
Provide at least one of the following figures:
100
Percentage of students graduating without student loan debt:
5
Percentage of entering students that are low-income:
14
Graduation/success rate for low-income students:
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Optional Fields
Pitzer College is committed to meeting the full demonstrated need of all admitted students; our financial aid awards do not include an unfunded gap. Our financial aid awards are composed of modest work and loan awards, and the remainder of the student’s need is met with federal, state and institutional grant assistance. Pitzer does not include unsubsidized federal loans or parent PLUS loans as part of the financial aid award, unless specifically requested by the student or parent, to ensure students are borrowing as little as necessary. All regularly admitted students receive a copy of the Federal Shopping Sheet with their financial aid award to encourage the student to compare costs at comparison schools in a uniform, and clear format.
Our use of institutional methodology collects a more comprehensive accounting of the applicant’s financial circumstances than is possible with the FAFSA application. Students are able to report both prior year and expected income, which provides household income trends that the financial aid administrator can use to better understand the family’s ability to contribute to college costs. The application also collects information about unusually high medical/dental expenses, which we take into consideration and will decrease a parent contribution when limited family resources are being directed to nondiscretionary health care costs. Further, institutional methodology accounts for a larger protection of family income for living expenses than federal methodology, and a lower family contribution towards educational costs for our highest need students.
Our use of institutional methodology collects a more comprehensive accounting of the applicant’s financial circumstances than is possible with the FAFSA application. Students are able to report both prior year and expected income, which provides household income trends that the financial aid administrator can use to better understand the family’s ability to contribute to college costs. The application also collects information about unusually high medical/dental expenses, which we take into consideration and will decrease a parent contribution when limited family resources are being directed to nondiscretionary health care costs. Further, institutional methodology accounts for a larger protection of family income for living expenses than federal methodology, and a lower family contribution towards educational costs for our highest need students.
A brief description of notable policies or programs to support non-traditional students:
Pitzer College established the New Resources Program in 1974 to bring the small, liberal arts college experience to students of non-traditional college age. The program was founded with the conviction that a truly diverse campus is one eager to encounter the added dimension brought by students of a range of ages as well as backgrounds and interests. New Resources students enroll in courses at Pitzer as well as the other Claremont Colleges. They may attend on full or part-time basis, and they are encouraged to plan their course loads with a realistic appraisal of their family and job commitments.
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:
14
Website URL where information about the institution’s accessibility and affordability initiatives is available:
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Additional documentation to support the submission:
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Data source(s) and notes about 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 or simply email your inquiry to stars@aashe.org.