By Deana Clapp
Concordia University, St. Paul
This is the executive summary of a doctoral dissertation by Deana Clapp of Concordia University, St. Paul. Read the full dissertation here. This study was done with the support of NAIS.
Introduction
“Prioritizing Belonging for PK-12 Families on Financial Assistance” presents an in-depth analysis of the experiences of families receiving financial assistance (FA) in private PK-12 schools, as well as the perspectives of school staff who manage these programs. The purpose of the study is to uncover and highlight FA practices that private schools can embrace to boost student and parent belongingness regardless of race, ethnicity, or socioeconomic status (SES). To fulfill this purpose, the study centers around two research questions:
- How do private schools determine and communicate which costs are included in tuition and which are not?
- How do costs of attendance influence student and family experiences of belonging or marginalization?
The study findings are structured around two primary areas: insights from financial assistance staff and insights from parent interviews.
Literature Review
Clapp identifies key gaps in existing research, notably the lack of studies addressing FA practices at the PK-12 level compared to the more extensively studied higher education context. The review explores the critical role FA policies play in shaping the experiences of students and families, highlighting how they can either foster a sense of belonging or contribute to marginalization if not carefully designed and implemented.
The review also discusses the intersection of socioeconomic status (SES) and race, emphasizing the importance of inclusive FA policies that address the needs of diverse student populations. Drawing from both PK-12 and higher education contexts, the literature review suggests that clear communication of FA policies, proactive support from school leadership, and equitable distribution of resources are essential in creating a welcoming school environment. It concludes by calling for further research into how FA practices can be leveraged by school leaders to promote inclusion, mitigate inequalities, and strengthen the bond between schools and families
Study Details
Participant Demographics and Their Influence on Findings
The study includes interviews with 10 parents and seven financial assistance staff members from private PK-12 schools across various regions in the United States. The financial assistance staff represented seven different schools, while the parents were from two schools, leading to a total of 17 interviews.
Parent participants: The parents represented a range of socioeconomic backgrounds and diverse family structures. This diversity provided a broad view of the different challenges and opportunities that families on financial assistance face within the private school setting.
Staff participants: The financial assistance staff included directors of financial aid, admissions officers, and other administrators involved in managing the financial aid process. This range allowed for a comprehensive understanding of both the policies in place and the personal interactions that shape families’ experiences.
The demographic diversity of the participants is critical in understanding the varied experiences reported, highlighting the role that school-specific policies, regional economic conditions, and individual family circumstances play in shaping perceptions of belonging and support.
Findings
Insights from Financial Assistance (FA) Staff Interviews
We don’t want [parents or students] to be unable to participate or think that they shouldn’t if the cost is a barrier.—FA staff member
The interviews with financial assistance staff uncovered several important themes regarding how schools are evolving their practices to support families more effectively:
- Reimagining funding and processes: Five out of the seven schools had undergone significant changes in their funding strategies, financial aid structures, or processes within the past four years. This shift reflects a broader trend in private education toward more equitable and inclusive practices. For example, some schools have increased their financial aid budgets to cover additional costs beyond tuition, such as extracurricular activities, books, and other fees. Others have restructured their financial aid offices to provide more direct support and streamline the application and renewal processes for families.
- Confidentiality and trust: Confidentiality emerged as a crucial aspect of the financial aid process. Staff reported that maintaining strict confidentiality about which families receive financial aid helps prevent stigma and fosters a sense of belonging among students. Schools that actively prioritize confidentiality tend to create a more inclusive environment where all students feel valued, regardless of their financial status.
- Streamlined processes and improved communication: Staff emphasized the importance of having streamlined financial aid processes and clear, consistent communication with families. Schools that have simplified their application processes and provided transparent information about costs have reported higher satisfaction rates among parents and fewer conflicts or misunderstandings. Streamlining processes often involved transitioning to online systems that allow for easier access to financial documents, status updates, and personalized support.
- Advocacy and support: FA staff members see themselves as advocates for the families they serve. This advocacy involves not just financial assistance but also helping families navigate school culture and access other forms of support. Staff members emphasized that their role includes building trust with families, providing emotional support, and connecting them to other resources (e.g., social services, counseling).
Insights from Parent Interviews
Parent interviews revealed a range of experiences that highlighted both positive aspects of the financial aid process and significant areas for improvement. Four primary themes emerged from the parent narratives:
- Grade of student: Families perceived and experienced financial assistance differently, depending on the grade level of their student. For example, parents of younger children (pre-K to elementary) reported more satisfaction with the financial aid process because there were fewer associated costs outside of tuition. In contrast, parents of older children, particularly those in high school, highlighted additional expenses like extracurricular activities, technology fees, and field trips that were not always covered by financial assistance. This discrepancy created a sense of exclusion for some students, who felt they could not fully participate in school life.
- Streamlined vs. clunky billing processes: Parents’ satisfaction with the financial aid process often hinged on how efficiently the school handled billing and other administrative tasks. Schools with streamlined billing processes that clearly outlined all expected costs and provided upfront transparency tended to receive more positive feedback. Conversely, schools with complicated or delayed billing practices created stress and frustration for families, making them feel marginalized or overwhelmed by unexpected expenses. For instance, some parents reported receiving surprise invoices for required school supplies or events, which were not communicated during the financial aid award process.
- Stigma and marginalization: Despite efforts by schools to create an inclusive environment, some parents reported feelings of stigma and marginalization associated with their financial aid status. These feelings were often exacerbated by practices such as public discussions of financial matters, fundraising events that assumed all families had similar financial capacities, and lack of sensitivity in how financial aid recipients were treated by certain staff members or peers. Several parents mentioned that their children felt singled out when they could not afford optional activities or materials that were not covered by the financial aid package. This stigma was more pronounced in schools where financial assistance was not openly discussed or where there was a lack of understanding and empathy from school staff.
- Gratitude and appreciation: Despite the challenges, many parents expressed gratitude for the financial assistance provided by their schools. They valued the opportunity to give their children a high-quality education that would otherwise be unaffordable. Parents noted that financial aid staff who were approachable, communicative, and empathetic made a significant difference in their overall experience. Positive interactions with staff helped families feel more connected to the school community and reduced the negative impact of any financial or social challenges.
Recommendations
1. Declare the importance of financial aid.
Schools should integrate a commitment to financial aid within their core mission statements and strategic plans. This includes publicly affirming the role of financial aid in fostering a diverse, inclusive, and equitable learning environment. Leaders should communicate that financial aid is essential not only for enrollment but also for creating a sense of belonging and supporting the school’s educational mission.
Implementation: Schools can hold regular community forums or assemblies to discuss the importance of financial aid and inclusivity. Incorporating these topics into schoolwide messaging—such as newsletters, websites, and public speeches—helps normalize financial aid as a critical component of the school culture. Engaging alumni who benefited from financial aid to share their success stories can also highlight its importance and long-term impact.
2. Fund explicitly named endowments for financial aid.
Establish dedicated endowments or funds specifically for financial assistance. These funds can be used not only for tuition but also for covering other costs of attendance, such as books, extracurricular activities, and trips, which often are not included in traditional financial aid packages.
Implementation: Schools should actively seek donations from alumni, parents, and community members to fund these endowments. Development teams can create targeted fundraising campaigns, emphasizing the direct impact on students and the school’s commitment to inclusivity. Naming opportunities (e.g., naming a scholarship fund after a donor) can provide further incentive for philanthropic contributions.
3. Demystify costs and processes.
Schools should provide clear, detailed information about all costs involved in attending, including those beyond tuition. Transparent financial practices help reduce stigma and make the process easier for families to navigate. This could involve creating comprehensive cost guides that outline all potential expenses and making these guides easily accessible on the school’s website.
Implementation: Schools can hold workshops or webinars for parents to explain the full range of costs associated with attendance, answer questions, and clarify the financial aid process. Creating an FAQ section on the school website, along with accessible guides that are updated annually, can further enhance transparency. Personalized communications, such as emails or letters outlining specific costs based on the student’s grade and activities, can help families plan and budget more effectively.
4. Streamline billing and payment systems.
Schools should centralize billing processes and integrate all expenses (tuition, fees, extracurricular costs, etc.) into a single, transparent billing system. This reduces confusion and prevents families from facing unexpected costs. Schools should aim for consistency in their financial practices, ensuring fairness for all families.
Implementation: Implementing a centralized billing system that integrates various costs (e.g., tuition, supplies, field trips) can help eliminate discrepancies and surprises. Schools might consider using digital billing platforms that allow for automatic reminders, installment payment options, and real-time tracking of expenses. Regular reviews of billing policies and systems, with input from both families and staff, can identify areas for improvement.
5. Develop proactive communication and training programs.
Schools should provide ongoing training for all staff members, including teachers and administrators, on the importance of sensitivity and empathy in interactions with families receiving financial aid. Staff should be trained to recognize and avoid practices that may inadvertently stigmatize or marginalize students on financial aid.
Implementation: Regular professional development workshops focused on diversity, equity, and inclusion (DEI) practices should be mandated for all staff. Additionally, role-playing exercises, guest speakers, and collaboration with DEI experts can help build staff understanding and empathy. Schools can also create an internal guide or handbook on best practices for supporting families on financial aid.
6. Leverage accreditation processes for awareness and improvement.
Use the school accreditation process to raise awareness about financial aid practices that promote student and family belonging. Accreditation bodies can provide feedback on schools’ financial aid policies, encouraging practices that align with inclusivity and diversity goals.
Implementation: Schools should actively engage with accreditation bodies to review their financial aid policies and solicit constructive feedback. This can involve submitting detailed reports on financial aid practices, participating in self-study processes, and engaging in peer reviews. Schools should also consider collaborating with other institutions to share best practices and develop benchmarks for inclusive financial aid policies.