Overall Rating Silver
Overall Score 50.18
Liaison Josh Nease
Submission Date May 21, 2019
Executive Letter Download

STARS v2.1

Radford University
PA-7: Affordability and Access

Status Score Responsible Party
Complete 1.37 / 4.00 Josh Nease
Sustainability Manager
Academic Programs
"---" 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:

Each year, Radford University awards almost $2M in grant funding to several hundred low income students. These resources support Pell-eligible students and students who fall just outside of Pell eligibility.


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

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

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

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

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?:
Yes

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:

The newest program at Radford University, designed to serve nontraditional students (adult learners) is the IMPACT program. It delivers online, self-paced, competency-based education (CBE) in high-demand workforce areas throughout the Commonwealth of Virginia and several neighboring states. We are currently focused on three main workforce development areas: cybersecurity, geospatial intelligence and education.

The Appalachian Support for Specialized Education Training (ASSET) program includes the development, implementation and evaluation of online, self-paced, competency-based education (CBE) training designed to increase teacher effectiveness and workforce capacity in underserved rural communities in Appalachia.


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):
37

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:
---

For 2017-18, 3,138 total undergraduates received Pell Grants; 3,134 represents 37% of total undergraduate enrollment of 8,418. 760 new freshmen received a Pell Grant. This represents 40.7% of 1,848 total fall 2017 new freshmen. 345 were new transfer students which is 52% of of 662 total new transfers.

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.