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No Clear Winner: Consumer Testing of Financial Aid Award Letters // NASFAA
In the past couple of years, NASFAA has monitored and participated in discussions with policymakers exploring the pros
and cons of standardizing nancial aid award letters. NASFAA agrees that nancial aid information should be presented
to all students and families accurately, clearly, and concisely; however, anecdotal information and consumer research now
indicate that one standard award letter cannot address the diverse population of students that attend our 3,000 Title
IV-participating member institutions.
NASFAA has taken several steps to investigate the concept of improving award letters.
November 2011: The NASFAA Board of Directors commissioned the NASFAA Award Notication and Consumer
Information Task Force, appointing 11 long-serving nancial aid directors representing various sectors of higher education.
May 2012: The Task Force released recommendations to improve award letters, by standardizing certain terms and
identifying common elements that should appear in an award letter.
September 2012: NASFAA surveyed its members to nd that two-thirds of the respondents had not committed to use
the Department of Education’s Shopping Sheet (released in July 2012) for the 2013-14 award year. Of those institutions
that had not signed on, nearly 70% were still deciding if they would use the Shopping Sheet.
November 2012: NASFAA contracted JBLA to consumer test standardized award letters. This report captures the
perspectives and opinions of high school students, college students, and their parents.
JBLA identied several important ndings from the study participants. First and foremost, among the three award letters
tested, there was no clear winner. Participants found aspects of each award letter useful, but JBLA found that no document
could replace a knowledgeable nancial aid advisor to provide further explanation and assistance in understanding the
award letter. Many participants expressed a frustrated sentiment that guring out how to afford college is a complicated
process. JBLA also found that there was a strong preference for a certain type of letter design that presents nancial
aid information clearly and in a visually streamlined manner. Based on the results from this study, NASFAA presents four
recommendations:
Recommendation #1: Require Additional Consumer Testing. Testing should be conducted at the federal level of
all existing consumer information requirements and disclosures to ascertain their effectiveness. In the future, no new
requirement should be imposed without prior testing.
The primary conclusion of this study is that currently no single award letter proposal is perfect. JBLA consumer tested three
letters: the letter created by the U.S. Department of Education (ED), a letter based on the recommendations from the
NASFAA Task Force, and a hybrid letter created by NASFAA staff, which represents a fusion of the previous two letters.
All three letters were received less than satisfactorily by study participants, although each had elements that should be
included in an “ideal” award letter. This reinforces NASFAA’s standing position on award letters; namely, award letters
would be best improved by developing models that include certain key elements, but are not entirely prescriptive.
This feedback conclusively demonstrates the need for required consumer testing. It shows that, had any of these three
letters been mandated, it likely would have been met with confusion, dissatisfaction, and otherwise unnecessary phone
calls to institutions. Required testing of consumer information disclosures would provide an opportunity to improve the
nal product based on the input of the very consumers the disclosures are meant to assist.
Recommendation #2: Provide a Glossary of Standardized Terminology. Students and families should have easy and
immediate access to a plain-language glossary of nancial aid terms. Award letters from various institutions could present
nancial aid information in slightly various ways, but unied, consistent nancial aid terminology is critical for students and
parents to understand. Based on the NASFAA Task Force recommendation, a “Glossary of Terms for Award Notications”
would contain universally accepted denitions of language typically contained on award notications. The goals of a
universal glossary would be to provide commonly dened and accepted terms, to provide greater clarity and understanding
by students through consistent use and meaning of terms, and to improve prospective students’ ability to compare award
information from multiple schools.
This study’s results underscore the need for clear denitions of terms presented with the award notice. For example,
classication of costs of attendance currently coalesces around the use of “direct” and “indirect” to differentiate between
costs that are charged by the institution and estimates of other expenses the student will likely incur during enrollment.
Study participants indicated that these terms are unfamiliar and can be confusing. Instead of “direct” or “indirect” costs,
different terminology could be more easily understood by students and parents. For instance using the terms “billable”
and “not-billable” could help distinguish between the types of costs a family will face. Whatever terminology is used,
however, an explanation of its meaning and implications is necessary, which could be accomplished through the adoption
of a universal glossary of nancial aid award terms.
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Foreword by NASFAA