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Journal of Student Financial Aid

Journal of Student Financial Aid

Short Title

MAKING SAP MORE EQUITABLE

Abstract

This issue article explores how satisfactory academic progress (SAP) policies act as a major filtering mechanism within the federal student aid process, with a particular focus on how these policies impact student persistence and equity. While the majority of research on financial aid has concentrated on the challenges of the FAFSA application process and how aid supports student retention, less attention has been given to how institutions develop and impose SAP policies and how students navigate these policies and maintain eligibility for federal and other forms of student aid. As a result, this issue article articulates a two-pronged argument to address: 1) the current problematic nature of the U.S. Department of Education's regulations and application of SAP policies, highlighting the challenges they present, especially for minoritized student populations, and 2) common-sense reforms to make SAP policies and practices more equitable. The issue article also examines the tension that exists between the Office of Federal Student Aid’s aim to encourage timely graduation through strict SAP standards, creating complex relationships between government, higher education institutions, and their students. Implications for practice, policy advocacy, and a more equitable financial aid system are discussed.

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