Overall Rating Silver
Overall Score 61.04
Liaison Shoshana Blank
Submission Date March 1, 2019
Executive Letter Download

STARS v2.1

Tufts University
PA-7: Affordability and Access

Status Score Responsible Party
Complete 3.69 / 4.00 Patricia Reilly
Dir Fin Aid&Co-Mgr Stu Fin Svs
Student Services
"---" 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?:

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

Tufts is committed to making sure that all qualified applicants can afford a Tufts education. All financial aid is awarded on the basis of financial need, as determined through the analysis of family resources. Financial aid packages are comprised of a combination of grants, loans, and work study. Tufts meets 100% of the full demonstrated need of all admitted students and awards more than $112 million in need-based financial aid to more than 45% of the undergraduate student body. (http://admissions.tufts.edu/tuition-and-aid/)

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

"The AS&E Office of Diversity Education and Development works with faculty and staff (as well as students) to augment the diverse community that exists at Tufts. The office is responsible for developing, implementing, and assessing a range of programs for faculty and staff and for collaborating with offices, departments, and programs in the School of Arts and Sciences and the School of Engineering and other parts of the University, as appropriate, to promote diversity.

The Office provides workshops and other educational sessions, is a resource for consultations, develops a variety of resource materials, and helps to plan some diversity-related events on campus. Examples include workshops on topics such as Teaching Diverse Student Populations, Invisible Differences, and Diversifying Curriculum Content; the Inclusive Classroom Project, which provides small grants for faculty who want to work on their curriculum and/or pedagogy to increase the inclusivity of diversity at Tufts; consultations to departments and programs on issues related to diversity, such as how to carry out an assessment of the state of diversity in a department; and consultations to individual faculty on how to create inclusive and nonbiased environments for their teaching and advising.

The Center for STEM also helps faculty and staff accomplish their diversity-related goals and coordinates a group of administrators and faculty who run various STEM diversity programs."

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

Bridge to Engineering Success at Tufts (BEST) is a 6-week summer bridge program for underrepresented first-year engineering students. Nominated students have an opportunity to take 2 Tufts courses for credit and participate in academic and college life workshops, helping them transition from high school to college. http://engineering.tufts.edu/best/

The Bridge to Liberal Arts Success at Tufts (BLAST) program seeks to support, develop, and retain students who may be first in their family to attend a four-year college and/or have attended under-resourced high school and/or have been affiliated with a college access agency. BLAST is a residential six-week program in the summer prior to the first year at Tufts with program commitments during each of the following academic years. This program prepares students for a rigorous college curriculum and orientation to Tufts culture and resources to provide for a successful transition. http://as.tufts.edu/BLAST/ During freshman orientation, we offer a pre-orientation program spefically for low income and first gen students to prepare them for their transition to Tufts.

The Center for STEM Diversity also works with students from lower-income backgrounds to promote participation in engineering and science. http://stemdiversity.tufts.edu/about

The Retention Task Force, convened by the Dean of Undergraduate Education, focused on assessing and developing resources and programs to support low-income (and first-generation-college) students. Some of the Task Force’s recommendations are already in place (e.g., financial aid for Summer Session courses; financial aid for pre-Orientation programs; a half-credit “College 101″ course on academic skill-building and time management), and others are in process.

The FIRST Resource Center was founded to create a community of support and to develop a network of resources for Tufts University’s first generation, low-income, and undocumented populations. FIRST welcomes any student who self identifies with the first generation college student experience. http://students.tufts.edu/academic-advice-and-support/student-success-and-advising/first-resource-center

The Office for Student Success and Advising (OSSA) at Tufts University aims to assist first and second year undergraduates by supporting students' development of purpose within the intellectual community. With a particular focus on underrepresented student groups, the Office supports the transition of all students by exposing them to the full range of Tufts' curricular and co-curricular opportunities, increasing students' awareness of University resources for support and engagement, and acquainting students with the relationship between personal development and academic achievement. https://students.tufts.edu/academic-advice-and-support/student-success-and-advising

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

"Because the full need of all admitted students is met, we do not need to have special scholarships specifically for low-income students.

Both the Bridge to Engineering Success at Tufts (BEST) and the Bridge to Liberal Arts Success at Tufts (BLAST) programs are free for all students. Tuition, room and board, unlimited dining, travel costs, and textbooks, are provided by the program. Upon completion of the program, students will be awarded a stipend.

Tufts has a partnership with QuestBridge, a national college access organization that helps high-achieving, low-income students connect with elite colleges and universities. QuestBridge helps students apply to, afford, and attend some of the most competitive schools in the United States. (http://admissions.tufts.edu/apply/first-year-students/questbridge/)

Tufts offers a small scholarship program to help students pay for Tufts Summer Session, with preference given to lower-income students who need additional coursework to maintain a satisfactory academic standing and meet their academic goals. http://uss.tufts.edu/finaid/aid-policies/Summer.asp

The Tisch Summer Fellows (TSF) program offers funding for substantive internships that allow Tufts students to gain real-world skills, grow their networks, and explore career paths while building stronger communities on a local, national, or international level. TSF fellowships are available for undergraduate, graduate, and professional school students."

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

The Voices of Tufts Diversity Experience is an overnight program sponsored by the Office of Undergraduate Admissions to expose high school seniors to the diversity that exists on the Tufts campus. Participants have the opportunity to experience academic and social life by staying with an undergraduate, attending lectures provided by professors, eating in the dining halls, and attending a performance of Tufts musical and dance performance groups. Travel assistance is available for students for whom the trip would present a financial hardship. The program is geared toward prospective students in low-income or rural areas, first generation college-bound students, students of color, LGBT students, and other students interested in learning about diversity within the Tufts Community.

A brief description of the institution’s other policies or programs to make the institution accessible and affordable to low-income students:

"Tufts promotes and makes information about outside scholarships easily accessible to students. http://uss.tufts.edu/finaid/FinAidLinks.asp The Office of Student Success and Advising offers grant funding to low income students experiencing financial hardships associated with costs beyond the standard cost of attendance. http://students.tufts.edu/academic-advice-and-support/student-success-and-advising

The university’s Loan Repayment Assistance Program (LRAP) helps eligible Tufts graduates working in public service repay a portion of their annual Tufts-incurred education loan debt. This program is believed to be the first university-wide program of its kind of the country. https://students.tufts.edu/financial-services/student-loan-repayment/loan-repayment-assistance-program-lrap"

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:

The Bernard Osher Re-entry Scholarship is awarded to ten students entering the REAL (Resumed Education for Adult Learning) Program. This funding relieves the financial burden for new students by reducing their loan contributions or the number of hours they need to work. http://students.tufts.edu/academic-advice-and-support/real-program

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 child care center operated by Bright Horizons is located in the Tufts Administration Building (TAB) on Holland Street in Somerville. http://child-care-preschool.brighthorizons.com/MA/Somerville/teelesquare

The Eliot-Pearson Children’s School is also located on campus at 105 College Avenue, Medford. https://sites.tufts.edu/eliotpearsonchildrensschool/"

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

"The REAL Program (Resumed Education for Adult Learning) is open to adults at least 24 years old who are seeking a Bachelor’s degree. Applicants have some college experience, with at least two courses taken at either two- or four-year institutions within the past 5 years. Each of the ~60 REAL students received individual attention from admission to graduation.

REAL students attend the same courses and earn the same degree as other Tufts undergraduates. REAL students are welcome to participate in the many student organizations and have access to all university facilities such as the library, the Academic Resource Center, the counseling center, and the gymnasium, with its state of the art fitness center.

First semester REAL students participate in a credit-bearing seminar that addresses adjustment issues of the adult student while introducing students to Tufts resources. The university also provides REAL students with a space for cooking light meals, meeting with study groups, or just spending time together. http://uss.tufts.edu/undergradEducation/academics/real/

Tufts offers students, including non-traditional students, a number of academic support services, including the opportunity for on-call writing tutoring with Graduate Writing Consultants. http://students.tufts.edu/academic-advice-and-support/academic-resource-center"

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.