Bill Overview
Title: Early Pell Promise Act
Description: This bill authorizes the Department of Education (ED) to carry out an Early Federal Pell Grant Commitment Program under which ED must make a commitment to award Pell Grants to certain students. To be eligible to receive a commitment, the student must be in grades 8-12 and a member of a household receiving assistance under the Supplemental Nutrition Assistance Program (SNAP). Pursuant to a commitment, the student shall receive a Pell Grant during the first two academic years of attendance at an institution of higher education (IHE) as an undergraduate if the student files the Free Application for Federal Student Aid (FAFSA) form for the award year in which the student will be in attendance at the IHE, and enrolls at the IHE not later than one year after receiving a secondary school diploma or not later than three years after release from the Armed Forces.
Sponsors: Sen. Stabenow, Debbie [D-MI]
Target Audience
Population: Low-income middle and high school students who are SNAP beneficiaries
Estimated Size: 3000000
- The target population includes students in grades 8-12, which generally includes individuals aged 13-18.
- To qualify, students must come from households receiving SNAP benefits, indicating they come from low-income backgrounds.
- Pell Grants are a form of financial aid for low-income students, thus the affected population is economically disadvantaged youth.
- 2019-2020 data from the National Center for Education Statistics indicates about 50 million students enrolled in U.S. public schools, with approximately 21.8 million students in grades 8-12.
- About 38 million individuals are on SNAP in the USA, with children making up approximately 43% of recipients.
Reasoning
- The overall target population size for this policy includes approximately 3 million students who are in low-income households supported by SNAP, as estimated by data from various sources including the U.S. Department of Education and USDA.
- To ensure diversity in perspectives, we'll include individuals from different geographical regions, ages within the 13-18 range, and at different levels of academic performance.
- Not everyone in the population will be directly impacted by the policy, especially those who do not plan to attend college or whose families eventually earn above the SNAP threshold.
- Some students might experience moderate impact if financial needs are partially met by other means or if they have alternate post-high school plans.
- We need to consider the policy's budget, which requires us to simulate scenarios reflecting individuals who might or might not pursue higher education due to financial barriers.
- One additional consideration is the potential for secondary effects, such as influencing family decisions about education and work based on the perceived availability of future aid.
Simulated Interviews
Student (Rural Mississippi)
Age: 16 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 8.0 years
Commonness: 8/20
Statement of Opinion:
- I always worry that I won't be able to afford college even if I get good grades.
- The Early Pell Promise gives me hope and something to aim for in my studies.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 7 | 5 |
| Year 3 | 8 | 5 |
| Year 5 | 9 | 6 |
| Year 10 | 9 | 7 |
| Year 20 | 10 | 7 |
Student (Urban New York)
Age: 15 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 4.0 years
Commonness: 10/20
Statement of Opinion:
- I'm not sure if college is for me, but knowing there's financial aid if I choose that path makes a difference.
- My focus has been on helping my mom make ends meet; the idea of a Pell Grant makes college seem more attainable.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 8 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 8 | 7 |
Student (Suburban Ohio)
Age: 17 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 0.0 years
Commonness: 12/20
Statement of Opinion:
- Missing out on the Early Pell Promise because of recent changes is frustrating, but I support this for my peers who need it.
- I've been saving and exploring scholarships as alternatives.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 7 | 7 |
| Year 3 | 8 | 8 |
| Year 5 | 8 | 8 |
| Year 10 | 9 | 9 |
| Year 20 | 9 | 9 |
Student (Town in Utah)
Age: 14 | Gender: other
Wellbeing Before Policy: 5
Duration of Impact: 6.0 years
Commonness: 11/20
Statement of Opinion:
- I'm still in middle school but thinking about college is exciting.
- Knowing programs like this exist makes me want to do well in school.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 7 | 6 |
| Year 5 | 8 | 7 |
| Year 10 | 8 | 8 |
| Year 20 | 8 | 8 |
Part-time job and student (Los Angeles, California)
Age: 18 | Gender: male
Wellbeing Before Policy: 4
Duration of Impact: 3.0 years
Commonness: 7/20
Statement of Opinion:
- Having delayed college because of finances, I'm reconsidering now that Pell support could be available.
- It might turn my plans around if I decide soon enough.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 4 |
| Year 2 | 6 | 4 |
| Year 3 | 7 | 4 |
| Year 5 | 8 | 5 |
| Year 10 | 8 | 5 |
| Year 20 | 8 | 6 |
Student (Rural West Virginia)
Age: 13 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 9/20
Statement of Opinion:
- Even though I'm young, I've always known my family struggles with money.
- The promise of a Pell Grant might make going to college possible.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 8 | 7 |
| Year 5 | 9 | 7 |
| Year 10 | 9 | 8 |
| Year 20 | 9 | 8 |
Student (Houston, Texas)
Age: 15 | Gender: male
Wellbeing Before Policy: 4
Duration of Impact: 8.0 years
Commonness: 8/20
Statement of Opinion:
- My teachers always talk about college, but I never thought it could be for me.
- This policy makes me think it's worth trying to improve my grades to see what happens.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 4 |
| Year 2 | 6 | 4 |
| Year 3 | 7 | 5 |
| Year 5 | 8 | 5 |
| Year 10 | 8 | 6 |
| Year 20 | 8 | 6 |
Student and part-time retail worker (Chicago, Illinois)
Age: 17 | Gender: female
Wellbeing Before Policy: 8
Duration of Impact: 5.0 years
Commonness: 13/20
Statement of Opinion:
- I've worked hard for scholarships, but Pell would make a big difference in lessening my work hours and stress.
- It's a great backup as I finalize my college plans.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 8 | 8 |
| Year 3 | 9 | 8 |
| Year 5 | 9 | 8 |
| Year 10 | 9 | 8 |
| Year 20 | 9 | 8 |
Student (Miami, Florida)
Age: 16 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 8.0 years
Commonness: 15/20
Statement of Opinion:
- I've always been cautious about college finances; this policy eases that worry slightly.
- It might help my younger siblings more since we all depend on SNAP.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 7 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 9 | 8 |
| Year 10 | 9 | 8 |
| Year 20 | 9 | 8 |
Full-time employee (Phoenix, Arizona)
Age: 18 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 6.0 years
Commonness: 8/20
Statement of Opinion:
- My main obstacle in attending college was the costs and lack of solid financial support.
- If Pell is available, I might start school earlier than planned.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 7 | 6 |
| Year 5 | 7 | 6 |
| Year 10 | 8 | 7 |
| Year 20 | 8 | 7 |
Cost Estimates
Year 1: $6189000000 (Low: $5564000000, High: $6814000000)
Year 2: $6189000000 (Low: $5564000000, High: $6814000000)
Year 3: $6189000000 (Low: $5564000000, High: $6814000000)
Year 5: $6189000000 (Low: $5564000000, High: $6814000000)
Year 10: $6189000000 (Low: $5564000000, High: $6814000000)
Year 100: $6189000000 (Low: $5564000000, High: $6814000000)
Key Considerations
- The scope of eligible students is significant and requires scaling of existing federal grant processes.
- There might be logistical challenges in ensuring all eligible students are informed and apply for the program.
- Economic benefits of a more educated workforce could indirectly reduce long-term unemployment and welfare dependency.