Category: financial aid

  • Will Financial Aid Cover Summer Classes? How To Know If Your Student Can Use Aid In Summer

    Will Financial Aid Cover Summer Classes? How To Know If Your Student Can Use Aid In Summer

    One of the most common questions we hear from parents and students at The College Planning Center is:
     “Will financial aid cover summer classes?”

    The honest answer is:
     👉 Yes, financial aid can cover summer classes—but not always.

    Whether financial aid for summer classes is available depends on:

    • How much aid the student has already used in fall and spring

       

    • How the college structures its academic year

       

    • Whether the summer classes count toward the degree

       

    • The student’s academic standing (especially SAP)

       

    In this guide, we’ll walk through when financial aid covers summer classes, common myths, real-life student stories, and the steps families should take before signing up.

    The #1 Misconception About Summer Financial Aid

    A huge source of confusion is this assumption:

    “FAFSA automatically gives us new aid for summer.”

    This leads to questions like:

    • Does financial aid cover summer classes the same way it does fall and spring?
    • Will my fall financial aid cover my summer classes if I already used it during the year?
    • Can you get financial aid for summer classes without submitting anything extra?

       

    Most families don’t realize:

    • Summer aid usually comes from the same academic year’s funds, not a brand-new pool.
    • Summer is often attached to the prior academic year, not treated as a fresh start.
    • Federal loans do not “refresh” for summer—annual limits still apply.
    • Colleges do not all treat summer the same. Each school sets its own policies.

       

    This is why families are often surprised when they ask, “Will my financial aid cover summer classes?” and the answer is “maybe—depending on what’s left.”

    Who We See Taking Summer Classes (and Why It Matters for Aid)

    At The College Planning Center, we most often advise:

    • Rising high school juniors and seniors taking dual-enrollment summer classes
    • College freshmen and sophomores who need to catch up, boost GPA, or stay on track
    • Students changing majors who must complete prerequisite courses quickly
    • Transfer students trying to finish missing credits before enrolling at a new school
    • Students targeting competitive programs (nursing, engineering, education, etc.)
    • Students trying to graduate early and reduce overall tuition and housing costs

    Our recommendations always depend on:

    • Academic readiness
    • Financial aid eligibility (including summer)
    • Long-term college goals

    When a family asks us, “Can you get financial aid for summer classes in this situation?”, we don’t just check one box—we look at the entire academic and financial picture.

    What Types of Financial Aid Can Cover Summer Classes?

    So, does financial aid cover summer classes at all? In many cases, yes—but with limits.

    Depending on the school and student, financial aid for summer classes may come from:

    1. Federal Aid (FAFSA-Based)

    • Pell Grants – If the student is Pell-eligible and hasn’t used their full annual amount, some may be available for summer.
    • Federal Direct Loans – If the student has not used their full annual loan limit in fall and spring, remaining eligibility may be applied to summer.

    This is often the real answer behind “Will my financial aid cover summer classes?”
     It depends on what’s left in the federal aid bucket.

    2. Institutional Aid

    Some colleges offer:

    • Summer scholarships or tuition discounts for students who stay on track in their major
    • Limited institutional grants for summer enrollment

    Policies vary widely, so you must ask each school directly.

    3. State Aid & Private Scholarships

    • State grants or scholarships sometimes apply to summer—but not always.
    • Private scholarships may or may not allow funds to be used in summer; this depends on the scholarship rules.

    4. Work-Study

    Some schools offer summer work-study positions, but slots are often limited and may require separate applications.

    Real-Life Example: When Summer Aid Was Approved

    Student A – Rising Sophomore at Clemson University

    Question they came in with:
     “Can you get financial aid for summer classes if you still have some loans left?”

    Situation:
     Student A had worked with The College Planning Center through high school. Strong merit scholarships (thanks to improved SAT scores and a standout application) reduced how much they needed to borrow.

    Summer Goal:
     Take two summer courses to stay ahead in their major.

    Why Summer Aid Was Approved:

    • They did not use their full federal loan eligibility in fall and spring.
    • The summer classes were degree-applicable, which is required for federal aid.
    • They were meeting SAP (Satisfactory Academic Progress) with strong grades.

    Outcome:

    The college approved:

    • A portion of their remaining federal loans for summer
    • A small amount of institutional scholarship aid tied to their major progress

    How CPC Helped:

    • Confirmed remaining loan eligibility
    • Verified that selected classes counted toward the degree
    • Compared the cost of taking those courses in summer vs. fall

    In this case, the answer to “Will financial aid cover summer classes?” was a clear yes—because funds and eligibility were still available.

    Real-Life Example: When Summer Aid Wasn’t Available

    Student B – First-Year at University of South Carolina

    Question their family asked:
     “Will my fall financial aid cover my summer classes if we already used everything we were offered?”

    Situation:
     Student B had some merit aid but needed maximum federal loans during the year to cover tuition and housing.

    Summer Goal:
     Take a required math class in summer to get back on track.

    Why Summer Aid Was Denied:

    • They had no remaining federal loan eligibility for that academic year.
    • Their merit scholarship applied to fall and spring only.
    • Their academic record triggered a SAP review, temporarily blocking federal aid eligibility.

    Outcome:

    • The financial aid office denied summer aid.
    • The student delayed the class until fall and focused on academic recovery.

    How CPC Helped:

    • Guided the family through a SAP appeal
    • Created a study and support plan
    • Restructured the fall course load to protect future aid

    Here, the honest answer to “Does financial aid cover summer classes?” was no—because the student had already used up the year’s resources and lost eligibility temporarily.

    Common Pitfalls That Block Financial Aid for Summer Classes

    We see the same problems over and over when families ask, “Why won’t my financial aid cover summer classes?”

    1. Using 100% of Loan Funds in Fall and Spring

    If a student maxes out their annual loan limit during the regular school year, there may be nothing left to apply toward summer.

    2. Dropping Below Half-Time Enrollment

    Many forms of aid require students to enroll at least half-time.
     If a student drops a class or withdraws, they can fall below half-time and lose summer aid they were counting on.

    3. SAP (Satisfactory Academic Progress) Problems

    Low GPA, too many withdrawals, or not completing enough credits can all cause SAP issues.
     If SAP isn’t met, even summer aid may be blocked.

    4. Assuming Scholarships Automatically Apply in Summer

    Most merit scholarships are fall/spring only, even if the letter doesn’t say “no summer” in big bold letters.

    5. Taking Classes That Don’t Count Toward the Degree

    Federal aid usually only covers degree-applicable courses.
     Random electives or “extra” classes may not qualify.

    6. Missing the Summer Aid Request Deadline

    Some colleges require:

    • A separate summer aid application, or
    • An earlier priority deadline

    Missing this can turn a possible yes into a no.

    When Are Summer Classes Financially Wise?

    • At The College Planning Center, we take a balanced, realistic approach. We don’t just ask, “Can you get financial aid for summer classes?” We ask:

      “Does it make academic and financial sense for your student?”

    Summer Classes Are Often Worth It When They:

    • Help a student graduate early, reducing an entire semester of tuition, housing, and fees
    • Protect or restore FAFSA eligibility by maintaining or improving SAP
    • Make a major change possible without delaying graduation
    • Improve GPA for selective programs

    Reduce fall/spring overload, decreasing burnout and grade risk

    Summer Classes May Not Be Wise When:

    • The student has no remaining aid and summer would mean high out-of-pocket costs
    • Tuition per credit is significantly higher in summer
    • The classes don’t count toward the degree

    The student is struggling academically and needs a break more than another course

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  • Inherited IRAs: Your New Retirement Reality—and How to Handle It (Without Freaking Out)

    Inherited IRAs: Your New Retirement Reality—and How to Handle It (Without Freaking Out)

    By Stuart Canzeri, Founder of Peachtree Financial

    The Gift No One Asks For

    Losing a loved one is hard. Inheriting an IRA can feel like both a blessing and a responsibility – and maybe a buckle-up moment when you realize it comes with tax implications and rules galore. When you’re sorting through paperwork, memories, and new responsibilities, it’s easy to feel lost – or even alone.

    But you’re not. The process may be complicated, but it’s also a way to keep your loved one’s legacy alive. As the iconic Simple Minds song asks, “Don’t you forget about me?” – handling this inheritance thoughtfully is one way to remember.

    What Exactly Is an Inherited IRA?

    An inherited IRA is any Individual Retirement Account passed to a beneficiary after the original owner dies – whether from a parent, spouse, or friend. There are three types: spousal inherited IRAs, non-spouse inherited IRAs, and those inherited through trusts or estates. Each comes with its own timeline and rules, which can feel overwhelming – like trying to recognize a familiar tune under new circumstances.

    So, before you do anything, pause. “Will you recognize me?” echoes the lyric, and in this context, it’s about recognizing your unique relationship to the account, and the person who left it to you.

    Clarify Your Relationship to the Deceased

    If you’re the surviving spouse, you have maximum flexibility. You can roll the IRA into your own account, treat it as your own, and delay Required Minimum Distributions (RMDs) until age 73. That means continued tax‑deferred growth for many years.

    If you’re a non‑spouse heir, under the SECURE Act (2019), most must empty the account within 10 years of the original owner’s death – a rule often referred to as the “10‑Year Rule.” There are no annual withdrawals required – unless the original owner had already taken RMDs – but come year ten, the account must be fully distributed.

    It’s a lot to take in. But just as the song reminds us, “Won’t you come see about me?” – you don’t have to figure this out alone. Seek help if you need it.

    Other exceptions exist for eligible designated beneficiaries – those who qualify as surviving spouses, minor children (under 21), disabled or chronically ill individuals, or someone not more than 10 years younger than the original owner. These beneficiaries can follow a life‑expectancy schedule instead of the 10‑year rule, but only until the death date triggers the switch.

    Ask Yourself: What’s Your Goal?

    An inherited IRA isn’t just unexpected money – it can be a powerful tool if used thoughtfully. Maybe you want to let it grow tax‑deferred for as long as possible, taking small withdrawals yearly. Or maybe you need cash now and don’t mind paying lump‑sum taxes.

     Here, too, the song’s refrain is relevant: “As you walk on by, will you call my name?” – What are you calling this gift in your own life? Security? Relief? A new beginning?

    Understanding your objective – whether it’s growing retirement savings or paying off debt – guides your strategy and timing.

    Tax Bite: What You’ll Owe (And How to Soften It)
    TTraditional IRAs are taxed as ordinary income when withdrawn. Roth IRAs are generally tax‑free – if they meet the 5‑year holding requirement. To manage the tax impact, consider:

    • Spreading distributions across several years to avoid income spikes
    • Timing withdrawals in low-income years
    • Doing partial Roth conversions to pay taxes now at lower rates

    Remember, you’re managing not just numbers, but someone’s legacy – “Don’t you try to pretend…” that it’s only about the math. It’s about using what you’ve received wisely, in a way that honors the person who left it to you.

    Required Minimum Distributions (RMDs): The Basics

    Spouse heirs generally delay RMDs until age 73. Non‑spouse heirs follow the 10‑year rule, with no annual RMDs – unless the original owner had started them already, or an exception applies. Missed deadlines can incur steep IRS penalties – up to 25% of the missed distribution.

    It’s one more reminder that, with inherited IRAs, “slow change may pull us apart” – but smart planning keeps your options – and your loved one’s wishes – together.

    Other Considerations & Tax-Smart Moves

    Inherited IRAs open up strategic opportunities:

    • Qualified Charitable Distributions (QCDs): If you’re age 70½+, direct transfers to charity – up to $108,000 in 2025 – are tax-free and count toward RMDs.
    • Review fees and investments: Some inherited accounts have limited options or high fees – shop around for better custodians and funds.
    • Let Roth IRAs grow: Inherited Roths that meet 5-year holding can continue to grow tax-free for up to 10 years or under the schedule allowed.

    The Importance of a Proactive Plan

    The worst mistake? Doing nothing. Even if you don’t plan to use the funds imminently, the IRS has a timetable – and it isn’t optional. Work with a financial advisor to build a tailored strategy, accounting for taxes, RMDs, and your long-term goals. At Peachtree Financial, we believe inherited IRAs are both a financial asset and a piece of a living legacy.

    An inherited IRA may come with strings attached – but it also comes with opportunity. It can support your family, fund major goals, or fuel retirement planning – if you handle it thoughtfully.

    So don’t freak out. Ask questions. Lean on proven advice.

    And, when you wonder how to honor what you’ve been given, remember that every wise choice answers that timeless call:

    “Don’t you forget about me…”

    Because the way you plan today becomes tomorrow’s legacy.

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  • Working Students Face New Challenges in a Shifting Policy Landscape

    Working Students Face New Challenges in a Shifting Policy Landscape

    Most undergraduates today are juggling academics with paid work, many logging 40 or more hours a week. That load leaves little margin: more non-academic responsibilities, less time for coursework, and fewer opportunities to engage on campus mean these students often feel the effects of federal policy changes first.

    The budget reconciliation bill signed into law on July 4 threatens to make those challenges worse, reshaping student loans and public benefit programs like the Supplemental Nutrition Assistance Program (SNAP) and Medicaid in ways that risk cutting off critical financial lifelines. On Pell Grants, the news is mixed: the bill restores a revised Workforce Pell program that could open doors to short-term training, but makes other changes that may reduce access for some students.

    For working students already balancing jobs, school, and basic needs, these changes could tip the balance toward longer time to degree, greater debt, or leaving school altogether. Using recent data, we explore how these students are making ends meet now, and what colleges, universities, and policymakers can do to protect and strengthen the supports that help them stay enrolled and graduate.

    Profile of student workers

    According to the 2020 National Postsecondary Student Aid Study (NPSAS:20), nearly three-quarters of undergraduate students work while enrolled, with around a third of those students working full time. Results from Trellis Strategies’ 2024 Student Financial Wellness Survey (SFWS) identified similar rates of employment, allowing the ability to cross-reference specific questions about overall financial wellness. In this post, we compare SFWS respondents who answered “yes” to the question “Do you work for pay?” with those who answered “no.”

    About half of all SFWS respondents reported using income from their employment to pay for school. However, many working students have additional financial commitments beyond their education. For example, 19 percent of working respondents indicated they provide financial support to a child, and 18 percent provide the same support to their parents or guardians. Overall, about half of working SFWS respondents (47 percent) shared that it was important for them to support their family financially while in college, compared to 38 percent of their non-working peers.

    This heightened familial commitment is reflected in the fact that many working students—36 percent of those responding to the 2024 SFWS—identify primarily as workers who go to school, rather than students who work. Furthermore, working students attend part-time at higher rates (38 percent) compared to their non-working peers (28 percent).

    How working students pay for college

    Most students who were working at the time the 2024 SFWS was administered self-reported using their employment to pay for college (see Figure 2). Many used personal savings as well, but only seven percent were able to “work their way through college” using employment and/or personal savings alone. Instead, working students, similar to their peers who don’t work, depend upon aid such as grants and loans to be able to access higher education.

    Nationally representative data from NPSAS:20 show that almost 40 percent of working students receive Pell Grants and more than a third borrow federal student loans (non-working students receive federal aid at similar rates).

    For these students, losing part of their federal aid could mean they can no longer afford higher education. This is especially true for those students with limited financial flexibility to fall back on. Working students in the SFWS were more likely to report using credit cards to pay for college and were less likely to receive financial support from parents or family, as compared to their non-working peers.

    Implications of policy changes

    The reconciliation bill passed by Congress in July 2025 (the One Big Beautiful Bill Act) includes many changes that impact students, with particularly significant consequences for those who work.

    On Pell Grants, the bill offers both opportunities and new concerns. It restores a revised Workforce Pell Grant program, starting July 2026, that expands the traditional Pell Grant to include eligible short-term non-degree programs at accredited institutions, an option that could help working students earn credentials more quickly and move into higher-paying jobs.

    At the same time, the bill restricts Pell eligibility when other scholarships, grants, or non-federal aid fully cover a student’s cost of attendance. Under this system, a working student who receives a private scholarship that might otherwise allow them to decrease their working hours could instead see their Pell Grant decrease. While intended to prevent Pell from being awarded in “full-ride” situations, the change could also affect working students who have substantial financial responsibilities beyond the calculated cost of attendance.

    The bill also includes significant changes to federal student loan programs and repayment options, with most of the changes effective as of July 1, 2026. Parents borrowing Parent PLUS loans will now have annual and aggregate borrowing caps. About one in 10 undergraduate students, including among working students, reported that their parents borrowed loans for their education. Limits on this borrowing may constrain the financial resources of some students, with possible negative consequences for their academic momentum.

    Changes to SNAP and Medicaid will affect state budgets, putting higher education at risk and making it harder for people to enroll in and complete a credential while meeting their basic needs. Many students, despite also working, already face significant barriers such as food and housing insecurity, as found in the 2024 SFWS.

    While no changes were made to student-specific eligibility criteria in SNAP, new work requirements in SNAP and Medicaid prioritize work over education, making it harder for people to complete a credential while maintaining access to food and health assistance. These work requirements will also create new administrative hurdles, which research shows result in people being kicked off of Medicaid despite being eligible.

    The net effect of these changes will relegate more people to low-wage work by delaying or denying their ability to complete credentials that would provide higher wages, lower unemployment and poverty rates, and less use of public benefits. While the Medicaid work requirement changes don’t begin until January 2028, the SNAP changes were effective upon signing of the bill. However, states are awaiting further guidance from the U.S. Department of Agriculture on how to administer those changes.

    Any reduction in financial aid or public assistance resources for students may mean that more students will need to work longer hours while enrolled to make ends meet. Besides reducing the number of hours available to study, work schedules can also directly conflict with class schedules and other campus activities.One-quarter of working respondents in the 2024 SFWS reported missing at least one day of classes due to conflicts with their job, and 56 percent of students with jobs agreed or strongly agreed that their job interfered with their ability to engage in extracurricular activities or social events at their school. Students with a weaker sense of connection and belonging at their institution have been shown to have worse academic performance and retention rates than their peers.

    Supporting working students

    While changes to federal student aid programs are still being debated, colleges and universities can ensure they have programs and processes in place to support working students at their campuses. Institutional leaders can:

    • Develop or enhance robust support systems, such as emergency grants, connection to public services, and adequate financial aid, to help students weather financial challenges, develop a stronger connection to their institution, and remain enrolled.
    • Implement strategic course scheduling that can help students more effectively plan employment, child care, transportation, and other needs so they can enroll in and complete more classes in a timely way.
    • Leverage regular data collection to respond to the needs of their specific student body. Participating in the annual Student Financial Wellness Survey is free and provides institutions with a customized report, benchmarking insights, and de-identified student data.
    • Policymakers should consider how programs can best serve students juggling multiple time commitments and financial priorities. Robust social services, such as child care and access to public assistance programs, can allow more working students the opportunity to thrive. Adequate financial aid can help students work less and complete their credentials sooner, opening the door to higher wages.

    If you have any questions or comments about this blog post, please contact us.

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  • Higher Education Inquirer : College Financial Aid: How It Really Works

    Higher Education Inquirer : College Financial Aid: How It Really Works

    Crucial Insights: Understanding College Financial Aid Dynamics

    (00:02:56) Variety of College Financial Assistance Options
    (    00:05:18) Scholarships: Balancing Merit and Financial Need
    (    00:10:00) Student Selection Strategies in College Admissions
    (    00:21:40) Financial Aid Strategy at Competitive vs. Smaller Schools
    (    00:26:29) Major-based Financial Aid Allocation in Colleges

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  • The facts about Medicaid changes

    The facts about Medicaid changes

    I know that there is a lot of emotion going on around the new legislation that was passed last week, so I thought I would take the perilously dangerous step of letting folks know some of the facts on the Medicaid changes, no matter which side of the political spectrum you are on.

    The program currently costs more than $900 billion a year, more than two-thirds of which is paid by the federal government.

    The cost of Medicaid has grown rapidly, more than 130% in 10 years, and is paid for by each taxpayer.

    Semi-Annual Eligibility Verification
    This takes effect in October 2027
    Medicaid is intended for low-income people, so annual income certification is currently required. This will now be done every six months and includes providing proof of citizenship.

    Community Engagement Requirements
    This takes effect after January 2027
    In order to maintain eligibility, some Medicaid enrollees would be required to spend 20 hours per week in employment, educational activities, training, or community service.
    Adults who are disabled or are responsible for caring for children or other dependents are not affected.

    Cost-Sharing
    This will take effect in October 2028
    Primary care, mental health and substance abuse treatment, and emergency care provided in a hospital emergency department are exempt from this requirement.
    The bill requires states to set cost-sharing amounts to be paid by some Medicaid recipients. The cost will be determined by the State but cannot exceed $35. It applies only to patients covered under the Medicaid expansion who earn between 100 percent and 138 percent of the federal poverty level.
    Currently, prescription drugs have a mandatory cost share of $1 to $4 and remains there.

    Reduction of Medicaid Provider Taxes
    Currently, 49 states have a legal maneuver that double dips without providing additional services to Medicaid beneficiaries. This will be reduced and will be phased in incrementally from 2028 through 2032. This results in federal taxpayers having to pay $1.67 for every dollar provided in the states.
    This system allows the states to increase their Medicaid revenue at the expense of the federal government.
    The bill reduces the maximum tax states can levy on Medicaid providers from 6 percent to 3.5 percent in states that expanded Medicaid under the Affordable Care Act. Ten states that didn’t expand their programs will see no changes.

    Rural Hospital Fund
    States have grown used to the revenue from the provider tax, which allows them to increase reimbursement to some providers, including in rural areas.
    In order to not have a negative effect on rural hospitals, the bill provides for a stabilization fund for these hospitals of $50 billion. The funds are allotted at $10 billion per year from 2026 through 2030.

    If you would like to discuss your financial plans going forward, feel free to contact me and we can set up a time to meet or talk – either in person or via Zoom.
    Kind regards,
    Dave

    Tel:714-813-1703
    dcoen@sageviewadvisory / [email protected] 

    You can see more about my role as a Financial Advisor with SageView Advisory  HERE

    Tel:714-813-1703
    dcoen@sageviewadvisory / [email protected]

    This material is designed to provide accurate and authoritative information on the subjects covered. It is not, however, intended to provide specific legal, tax, or other professional advice. For specific personal assistance, the services of an appropriate professional should be sought. A diversified portfolio does not assure a profit or protect against loss in a declining market.

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  • How the House Budget Threatens Student-Athletes – Edu Alliance Journal

    How the House Budget Threatens Student-Athletes – Edu Alliance Journal

    A Uniquely American Model Under Threat

    June 8, 2025, by Dean Hoke: Intercollegiate athletics occupy a powerful and unique place in American higher education—something unmatched in any other country. From the massive media contracts of Division I football to the community pride surrounding NAIA and NJCAA basketball, college sports are a defining feature of the American academic landscape. Unlike most nations, where elite athletic development happens in clubs or academies, the U.S. integrates competitive sports directly into its college campuses.

    This model is more than tradition; it’s an engine of opportunity. For many high school students—especially those from underserved backgrounds—the chance to play college sports shapes where they apply, enroll, and succeed. According to the NCAA, 35% of high school athletes say the ability to participate in athletics is a key factor in their college decision [1]. It’s not just about scholarships; it’s about identity, community, and believing their talents matter.

    At smaller colleges and two-year institutions, athletics often serves as a key enrollment driver and differentiator in a crowded marketplace. International students, too, are drawn to the American system for its academic-athletic fusion, contributing tuition revenue and global prestige. Undermining this model through sweeping changes to federal financial aid, without considering the downstream effects, risks more than athletic participation. It threatens a distinctively American approach to education, access, and aspiration.

    A New Threshold with Big Impacts

    Currently, students taking 12 credit hours per semester are considered full-time and eligible for the maximum Pell Grant, which stands at $7,395 for 2024-25 [2]. The proposed House budget raises this threshold to 15 credit hours per semester. For student-athletes, whose schedules are already packed with training, competition, and travel, this shift could be devastating.

    NCAA academic standards require student-athletes to maintain full-time enrollment (typically 12 hours) and make satisfactory academic progress [3]. Adding another three credit hours per term may force many to choose between academic integrity, athletic eligibility, and physical well-being. In sports like basketball, where teams frequently travel for games, or in demanding STEM majors, completing 15 credit hours consistently can be a formidable challenge.

    Financial Impact on Student-Athletes

    Key Proposed Changes Affecting Student-Athletes:

    • Pell Grant Reductions: The proposed budget aims to cut the maximum Pell Grant by $1,685, reducing it to $5,710 for the 2026–27 academic year. Additionally, eligibility criteria would become more stringent, requiring students to enroll in at least 15 credit hours per semester to qualify for full-time awards. These changes could result in approximately 700,000 students losing Pell Grant eligibility [4].
    • Elimination of Subsidized Loans: The budget proposes eliminating subsidized federal student loans, which currently do not accrue interest while a student is in school. This change would force students to rely more on unsubsidized loans or private lending options, potentially increasing their debt burden [5].
    • Cuts to Work-Study and SEOG Programs: The Federal Work-Study program and Supplemental Educational Opportunity Grants (SEOG) are slated for significant reductions or elimination. These programs provide essential financial support to low-income students, and their removal could affect over 1.6 million students [6].
    • Institutional Risk-Sharing: A new provision would require colleges to repay a portion of defaulted student loans, introducing a financial penalty for institutions with high default rates. This could strain budgets, especially at smaller colleges with limited resources [7].

    Figure 1: Total student-athletes by national athletic organization (NCAA, NAIA, NJCAA).

    While Figure 1 highlights the total number of student-athletes in each organization, Figure 2 illustrates how deeply athletics is embedded in different types of institutions. NAIA colleges have the highest ratio, with student-athletes comprising 39% of undergraduate enrollment. Division III institutions follow at approximately 8.42%, and the NJCAA—serving mostly commuter and low-income students—relies on athletics for 8.58% of its total student base [8].

    Even Division I, with its large student populations, includes a meaningful share (2.49%) of student-athletes. These proportions underscore how vital athletics are to institutional identity, especially in small colleges and two-year schools where athletes often make up a significant portion of campus life, retention strategy, and tuition revenue.

    Figure 2: Percentage of student-athletes among total undergraduate enrollment by organization (NCAA Divisions I–III, NAIA, NJCAA).

    The Pell Grant Profile: Who’s Affected

    Pell Grants support students with the greatest financial need. According to a 2018 report, approximately 31.3% of Division I scholarship athletes receive Pell Grants. At individual institutions like Ohio State, the share is even higher: 47% of football players and over 50% of women’s basketball players. In the broader NCAA system, over 48% of athletes received some form of federal need-based aid in recent years [9].

    There are approximately 665,000 student-athletes attending college. The NCAA reports that more than 520,000 student-athletes currently participate in championship-level intercollegiate athletics across Divisions I, II, and III [10]. The National Association of Intercollegiate Athletics (NAIA) oversees approximately 83,000 student-athletes [11], while the National Junior College Athletic Association (NJCAA) supports around 60,000 student-athletes at two-year colleges [12].

    The NAIA and NJCAA systems, which serve many first-generation, low-income, and minority students, also have a high reliance on Pell Grant support. However, exact figures are less widely published.

    The proposed redefinition of “full-time” means many of these students could lose up to $1,479 per year in aid, based on projections from policy experts [13]. For low-income students, this gap often determines whether they can afford to continue their education.

    Fewer Credits, Fewer Dollars: Academic and Athletic Risks

    Another major concern is how aid calculations based on “completed” credit hours will penalize students who drop a class mid-semester or fail a course. Even if a student-athlete enrolls in 15 credits, failing or withdrawing from a single 3-credit course could drop their award amount [14]. This adds pressure to persist in academically unsuitable courses, potentially hurting long-term academic outcomes.

    Athletic departments, already burdened by compliance and recruitment pressures, may face added strain. Advisors will need to help students navigate increasingly complex eligibility and aid requirements, shifting focus from performance and development to credit-hour management.

    Disproportionate Effects on Small Colleges and Non-Revenue Sports

    The brunt of these changes will fall hardest on small, tuition-dependent institutions in the NCAA Division II, Division III, NAIA, and NJCAA. These colleges often use intercollegiate athletics as a strategic enrollment tool. At some NAIA schools, student-athletes comprise 40% to 60% of the undergraduate population [8].

    Unlike large Division I schools that benefit from lucrative media contracts and booster networks, these institutions rely on a patchwork of tuition, modest athletic scholarships, and federal aid to keep programs running. A reduction in Pell eligibility could drive enrollment declines, lead to cuts in athletic offerings, and even force some colleges to close sports programs or entire campuses.

    Already, schools like San Francisco State University, Cleveland State, and Mississippi College have recently announced program eliminations, citing budgetary constraints [15]. NJCAA institutions—the two-year colleges serving over 85,000 student-athletes—also face a precarious future under this proposed budget.

    Economic Importance by Division

    Division I: Athletics departments generated nearly $17.5 billion in total revenue in 2022, with $11.2 billion self-generated and $6.3 billion subsidized by institutional/government support or student fees [16]. Many Power Five schools are financially resilient, with revenue from TV contracts, merchandise, and ticket sales.

    Division II: Median revenue for schools with football was around $6.9 million, but generated athletic revenue averaged only $528,000, leading to significant deficits subsidized by institutional funds [17].

    Division III: Division III schools operate on leaner budgets, with no athletic scholarships and total athletics budgets often under $3 million per school. These programs are typically funded like other academic departments [18].

    NAIA and NJCAA: These schools rely heavily on student-athlete enrollment to sustain their institutions. Athletics are not profit centers but recruitment and retention tools. Without Pell Grants, many of these athletes cannot afford to enroll [11][12].

    Figure 3: Estimated number of NAIA, Division III, and NJCAA programs by state.

    Unintended Tradeoffs: Equity and Resource Redistribution

    Attempting to offset lost federal aid by reallocating institutional grants could result in aid being shifted away from non-athletes. This risks eroding equity goals, as well as provoking internal tension on campuses where athletes are perceived to receive preferential treatment.

    Without new revenue sources, institutions may also raise tuition or increase tuition discounting, potentially compromising their financial stability. In essence, colleges may be forced to choose who gets to stay in school.

    The High-Stakes Gamble for Student-Athletes

    Figure 4: Estimated impact of Pell Grant changes on student-athletes, including projected dropouts and loan default rates.

    For many student-athletes, especially those from low-income backgrounds, the Pell Grant is not just helpful—it’s essential. It makes the dream of attending college, competing in athletics, and earning a degree financially feasible. If the proposed changes to Pell eligibility become law, an estimated 50,000 student-athletes could be forced to drop out, unable to meet the new credit-hour requirements or fill the funding gap [19]. Those who remain may have no choice but to take on additional loans, risking long-term debt for a degree they may never complete. The reality is sobering: Pell recipients already face long-term student loan default rates as high as 27%, and for those who drop out, that figure climbs above 40% [20]. Stripping away vital support will almost certainly drive those numbers higher. The consequences won’t stop with individual students. Colleges—particularly smaller, tuition-dependent institutions where athletes make up a significant share of enrollment—stand to lose not just revenue, but the very programs and communities that give purpose to their campuses.

    Colleges, athletic associations, policymakers, and communities must work together to safeguard opportunity. Student-athletes should never be forced to choose between academic success and financial survival. Preserving access to both education and athletics isn’t just about individual futures—it’s about upholding a uniquely American pathway to achievement and equity.

    Dean Hoke is Managing Partner of Edu Alliance Group, a higher education consultancy. He formerly served as President/CEO of the American Association of University Administrators (AAUA). With decades of experience in higher education leadership, consulting, and institutional strategy, he brings a wealth of knowledge on small colleges’ challenges and opportunities. Dean is the Executive Producer and co-host for the podcast series Small College America. 

    References

    1. NCAA. (n.d.). Estimated probability of competing in college athletics. Retrieved from https://www.ncaa.org/sports/2021/11/4/estimated-probability-of-competing-in-college-athletics.aspx
    2. Federal Student Aid. (2024). Federal Pell Grants. Retrieved from https://studentaid.gov/understand-aid/types/grants/pell
    3. NCAA. (n.d.). Academic Standards and Eligibility. Retrieved from https://www.ncaa.org/sports/2021/6/17/academic-eligibility.aspx
    4. Washington Post. (2025, May 17). Most Pell Grant recipients to get less money under Trump budget bill, CBO finds. Retrieved from https://www.washingtonpost.com/education/2025/05/17/pell-grants-cbo-analysis/
    5. NASFAA. (2024). Reconciliation Deep Dive: House Committee Proposes Major Overhaul of Federal Student Loans, Repayment, and PSLF. Retrieved from https://www.nasfaa.org/news-item/36202/Reconciliation_Deep_Dive_House_Committee_Proposes_Major_Overhaul_of_Federal_Student_Loans_Repayment_and_PSLF?utm
    6. U.S. Department of Education, FY2025 Budget Summary. (2024). Proposed Cuts to Campus-Based Aid Programs. Retrieved from https://www2.ed.gov/about/overview/budget/index.html
    7. Congressional Budget Office. (2025). Reconciliation Recommendations of the House Committee on Education and the Workforce. Retrieved from https://www.cbo.gov/publication/61412
    8. NJCAA, NAIA, and NCAA. (2023). Student-Athlete Participation Reports.
    9. NCAA. (2018). Pell Grant data and athlete demographics. Retrieved from https://www.ncaa.org/news/2018/4/24/research-pell-grant-data-shows-diversity-in-division-i.aspx
    10. NCAA. (2023). 2022–23 Sports Sponsorship and Participation Rates Report. Retrieved from https://www.ncaa.org/research
    11. NAIA. (2023). NAIA Facts and Figures. Retrieved from https://www.naia.org
    12. NJCAA. (2023). About the NJCAA. Retrieved from https://www.njcaa.org
    13. The Institute for College Access & Success (TICAS). (2024). Analysis of Proposed Pell Grant Reductions. Retrieved from https://ticas.org
    14. Education Trust. (2024). Consequences of Redefining Full-Time Status for Financial Aid. Retrieved from https://edtrust.org
    15. ESPN. (2024, March); AP News. (2024, November). Athletic program eliminations at Cleveland State and Mississippi College.
    16. Knight Commission on Intercollegiate Athletics. (2023). College Athletics Financial Information (CAFI). Retrieved from https://knightnewhousedata.org
    17. NCAA. (2022). Division II Finances: Revenues and Expenses Report. Retrieved from https://www.ncaa.org/sports/2022/6/17/finances.aspx
    18. NCAA. (2023). Division III Budget Reports and Trends. Retrieved from https://www.ncaa.org
    19. Internal projection based on available data from NCAA, NAIA, NJCAA, and CBO Pell Grant impact estimates.
    20. Brookings Institution. (2018). The looming student loan default crisis is worse than we thought. Retrieved from https://www.brookings.edu/articles/the-looming-student-loan-default-crisis-is-worse-than-we-thought

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  • Graduation Season: Financial Advice Every Parent Should Pass Down

    Graduation Season: Financial Advice Every Parent Should Pass Down

    As May ushers in graduation ceremonies across the country, proud families gather to celebrate a new chapter for their children. Whether it’s high school or college, graduation marks a pivotal life transition—one filled with promise, independence, and financial responsibility.

    At Peachtree Financial, I often speak with parents who wonder how to best support their children as they begin this next phase. They want to offer guidance—not just about careers and character, but also about money. The challenge is doing so in a way that empowers their children rather than enabling them.

    This article is for parents and grandparents who are ready to pass down not just wealth—but wisdom.

    1. Teach the Value of Money Early and Often

    One of the most powerful lessons a parent can instill is the relationship between work, earnings, and spending. While many young adults understand how to swipe a card or use an app, far fewer grasp how money flows, how it grows, or how quickly it can disappear without a plan.

    Consider sitting down with your graduate to review:

    • How to build and stick to a monthly budget
    • How compound interest works (both in savings and in debt)
    • The importance of living below their means early on

    Don’t be afraid to be transparent about your own experiences—sharing both successes and mistakes. Personal stories are often more impactful than abstract advice.

    2. Encourage the “Pay Yourself First” Mentality

    A foundational concept in long-term financial planning is saving before spending. Too many young professionals fall into the trap of lifestyle inflation—where expenses rise with income, leaving little room for building wealth.

    Whether your child is earning an entry-level salary or launching a business, help them understand the value of:

    • Saving a consistent percentage of each paycheck
    • Automating contributions to a Roth IRA or employer-sponsored retirement plan
    • Maintaining an emergency fund with 3–6 months of living expenses

    Consistently saving and investing early—even modest amounts—can potentially accumulate significant value over time, depending on market conditions and investment choices.

    3. Credit is a Tool, Not a Trap

    Graduates will soon be offered credit cards, student loan consolidations, and other financial products. Without guidance, they may quickly find themselves in debt or struggling with poor credit.

    Sit down with them to cover:

    • How credit scores are calculated
    • The importance of paying off balances in full and on time
    • The long-term consequences of carrying high-interest debt

    You may also consider co-signing a credit card with a low limit to help them begin building credit responsibly.

    4. Make Giving and Gratitude Part of the Financial Equation

    True financial wellness isn’t just about accumulating wealth—it’s about using it meaningfully. Encourage your graduate to build charitable giving or community involvement into their financial life, even if modest at first.

    This could include:

    • Donating a small percentage of earnings to causes they care about
    • Volunteering time or skills
    • Supporting friends or family with intention and boundaries

    This cultivates a mindset of generosity and financial purpose.

    5. Start the Wealth Transfer Conversation Early

    Many families avoid discussing inheritance or legacy planning until it’s too late. But open communication is key—especially if you anticipate transferring wealth to your children in the future.

    Now is a good time to:

    • Share your financial values and goals
    • Explain any plans for trusts, real estate, or family business succession
    • Frame wealth as a responsibility as well as a resource

    If you’re unsure how to begin, a trusted advisor can help guide these conversations.

    6. Encourage a Long-Term Relationship with a Financial Advisor

    Graduation is a perfect opportunity to introduce the value of professional financial guidance. Partnering with an advisor early can help your child:

    • Set short- and long-term financial goals
    • Understand investment fundamentals
    • Build accountability outside of parental oversight

    At Peachtree Financial, we often work with multi-generational families to help ensure that financial literacy and legacy planning are passed down with clarity and care.

    As a father and advisor, I know that helping our children thrive financially is one of the most meaningful investments we can make. Graduation is more than a celebration—it’s an open door to independence and responsibility.

    This season, take a moment to share the gift of financial wisdom. It’s one that can last far longer than any diploma.

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  • Pell Grant Dollars Are Left Unclaimed: What That Means for Students and States

    Pell Grant Dollars Are Left Unclaimed: What That Means for Students and States

    Title: Pell Dollars Left on the Table

    Authors: Louisa Woodhouse and Bill DeBaun

    Source: National College Attainment Network

    Pell Grants have long supported low-income students as they pursue higher education, increasing the financial capabilities and academic opportunities afforded to students. However, receiving federal financial aid through Pell Grants is dependent on filing the Free Application for Federal Student Aid (FAFSA), which can serve as a barrier to students.

    The National College Attainment Network (NCAN) has published a report on the unclaimed Pell Grants left on the table by high school graduates. Approximately 830,000 Pell Grant-eligible students did not complete FAFSA in the 2024 cycle, resulting in nearly $4.4 billion in unclaimed Pell Grant awards. These unclaimed funds are valuable to both students and states, with the ability to further the educational pursuits of low-income students and strengthen state economies.

    NCAN has run reports detailing the value of unclaimed Pell Grants over the past four years. Typically, nearly 60 percent of high school graduates complete the FAFSA by June 30, with completion rates trailing off markedly as students begin their summer.

    However, due to the technical challenges and delayed launch of FAFSA that occurred in the 2024 cycle, by the end of June, only 50 percent of high school graduates had completed the form. By August 30, 57 percent of students had filed the FAFSA, decreasing the amount of financial aid left on the table. The implications are clear: hindrance to the financial aid application process, whether that be through technical difficulties, decreased assistance, or short staffing, can result in many students losing access to Pell Grant funds.

    The impact of lower FAFSA completion rates, and therefore more unclaimed Pell Grants, is not felt exclusively by students but by states as well. In 2024, students in California and Texas each left nearly $550 million in Pell Grant awards unclaimed. While these states lose the most when FAFSA completion rates are low, they also stand to gain the most if completion rates increase.

    Analysis from NCAN finds that if FAFSA completion rates had increased by an additional 10 percentage points this year, California would have seen a $145 million increase in Pell Grant awards while Texas would have received an additional $130 million. The additional federal aid could translate into more students attending postsecondary institutions, filling workforce gaps and strengthening the states’ economies.

    In establishing the significance of increasing FAFSA filing rates for low-income students, NCAN offers commentary on how states can better support students, especially in the wake of potential policy changes directed at higher education. States can fund FAFSA completion efforts, providing additional in-school and online resources for students to access when filing. Additionally, FAFSA data sharing among states may enable high school counselors and local college access partners to better target students that could benefit from additional assistance.

    To read more about unclaimed Pell Grants and the role states can play on bolstering FAFSA completion rates, click here.

    —Julia Napier

    If you have any questions or comments about this blog post, please contact us.

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  • 5 not so good FINANCIAL GIFTS TO GIVE TO OUR CHILDREN (The last one is the worst)

    5 not so good FINANCIAL GIFTS TO GIVE TO OUR CHILDREN (The last one is the worst)

    The VERY BEST Financial Gift we could give our kids is to not be dependent on them financially later in our lives, while they are trying to raise and educate their kids.

    Most parents love their kids dearly and would die for them. My question is always – “Should We?” Here are some decisions that start out with good intentions but could actually end up having bad consequences for our loved ones.

    1. Getting a Parent PLUS loan that the student has to pay.

    There is a reason that there is a limit on how much the government will lend to your student in their name. It’s because they should not have a massive burden coming out of college, and most students coming out of college cannot afford to pay more than the federal lending limit to them.

    Many parents are struggling to fund college AND save for retirement at the same time. If you don’t have enough money to do both, then it is probably unwise to expect your children to pay back Parent Plus Loans that you have signed for.

    Remember that if we have not saved enough for retirement and have depended on Parent loans to get the kids through college, then we might be reliant on help from our kids when we age. Is this what we really intended? Thanks a lot Dad!

    • Whole life insurance (The wrong type)

    Whole Life insurance could be a great product if structured properly, but on the PARENTS. I have seen some policies purchased with kids insured, from the same company that they buy baby food from. These are horribly inefficient policies and, in most cases, a bad idea. Most times, insurance on young kids is much more expensive than insurance for parents.

    Firstly, we should consider what the purpose of the insurance is. If we purchase with the kids as the insured, it only pay out if the child dies, which means it is pays out for your future grandchildren 2 generations away! Is that what we meant to happen? We should consider who we want to protect?

    Typically, we would want to insure the parent who is the main breadwinner, so that if something happened to them, their spouse and children would not have to face devastating financial consequences. That way they would be leaving a positive legacy for the family and not a burden.

    I STRONGLY advocate for good insurance, and personally practice what I preach so feel free to give me a call if you would like to see what is wise for your family.

    If you want to purchase timeshare, do it for yourself, and accept the long-term consequences, but don’t burden your kids with it.

    Here is something to think about:

    * The Internal Revenue Service values your timeshare, and all timeshares, as worthless.
    * No legitimate charity wants your donated timeshare. Period.

    If so, why would we think that our timeshare has any value. It has to be paid for each year and most people cannot GIVE their timeshare away. Don’t burden your kids by buying timeshare for them. With technology today and Airbnb we have so much more flexibility without the burden.

    • Champagne Taste on a Beer Budget

    If our children leave our house with the expectation that everyone can go to a private school, vacation in Hawaii or France every year, shop at expensive stores and drive expensive cars, then we have probably done them a disservice.

    Their first shock comes when they see their first paycheck, wonder why so much of it has gone to taxes and other deductions, and the realization that they have to pay for their own car and place to live. Sometimes we love to spoil our kids too much, but it ends up hurting them in the long run. The worst is when they realize that we cannot retire because we didn’t teach them.

    • Parent Financial Insecurity –I have saved the toughest one for last.

    Remember the lecture we always get when we fly? “In the unlikely case of an emergency, put your own mask on before you help your children” This is the way it should be with our finances.

    I speak to families all the time who have parents who are not financially stable, who could not control their spending, who did not save enough for retirement, or didn’t have life insurance when needed or Long Term Care, who are in such bad financial shape that their children spend their nights worrying about their parents.

    One of the most wonderful financial gifts that we can give to our kids is our own financial security. That way we can be a blessing to our kids and not drag on their lives.

    As a counter to the perhaps perceived negative connotation of what we should perhaps NOT be doing, here are some things that we might think of that we SHOULD be doing.

    Five smart financial habits to teach our children early in life – can set them up for a future of success.

    Someone told me once – the way to teach our kids the value of money, borrow some from them

    1. The miracle of compounding – the earlier the better – As parents, we often wish we knew this
    • We Value What We Earn, Not What We Are Given

    Allowances – Given or Earned? Allowances are not just about money, but what lessons we could teach our kids in the process. Humans learn a lot when we earn things because of effort and dedication, rather than just being given something. My daughter once worked really hard to earn a surfboard by walking around our neighborhood selling cookie dough for her school. I will never forget when I asked her how many people said “No” to her, she told me “I don’t know dad, I was just focused on getting 75 people to say “Yes”

    It is a valuable lesson to see firsthand how effort translates into earnings and this in turn translates into the behaviors to become an “earner” in life.

    • Teach Your Kids How to Lose Money

    Yes, lose money. You see, no matter what courses they take in high school or college around personal finance, there is no greater teacher for all of us in life on what NOT to do with our money until we experience losing some money.  

    No matter which custodian we help them set up a brokerage account with, perhaps we could get them started saving into some type of investment and sit down quarterly with them to track it and teach them how their investment is performing.  

    Have them pick one stock of their favorite company and even if they lose money, they win in the long-term gaining interest on how investments work and how to make good investment decisions.

    • Spending – Questions to ask first
    • Do I want it?
    • Do I need it?
    • Can I afford it?

    If the answer to any of these is “No”, then probably think twice about it.

    Only once we have SAVED money, should we use it for our WANTS

    One thing that I learned in life is that giving early when you don’t make much, is really helpful rather than trying to start giving when you are making a lot. It just seems such a lot to get going when the number is high, but when it grows incrementally it becomes a great and rewarding habit.

    I go back to my first statement – Most parents love their kids dearly and would die for them. My question is always – “Should We?”

    If you would like to discuss how you can make wise decisions for Retirement Planning and College Planning for your family? Please don’t hesitate to contact Dave Coen to set up a no-cost consultation.

    You can see more about my role as a Financial Advisor with SageView Advisory  HERE

    Tel:714-813-1703
    dcoen@sageviewadvisory / [email protected]

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  • More Pell Grant Recipients Enrolling at Top-Tier Universities

    More Pell Grant Recipients Enrolling at Top-Tier Universities

    Title: Achieving Greater Socioeconomic Diversity at Highly Endowed Colleges and Universities

    Author: Phillip Levine

    Source: Brookings Institution

    Since the 2014-15 academic year, the share of students receiving a Pell Grant at institutions with large endowments (over $250,000 and $500,000 per full-time equivalent student, respectively) has increased. Pell Grant recipience is often used as a proxy for low-income status, pointing to an increase in the socioeconomic diversity of highly endowed institutions in the past decade. To pinpoint the source of this increase, the author of a new Brookings Institution brief examines several variables: eligibility, admissions standards, and student application behavior.

    Importantly, the eligibility requirements to receive a Pell Grant have changed over the years. The maximum award amount increased during the Great Recession while incomes fell, raising the number of people who qualified. From the 2008-09 to 2010-11 academic years, the share of students receiving a Pell Grant at institutions with large and very large endowments jumped from 12 percent to 17 percent.

    According to the author, changes in eligibility can likely explain part of the increase in Pell Grant recipience during the Great Recession. Since then, however, the maximum award amount in real dollars has decreased, despite the share of students receiving Pell Grants at highly endowed institutions continuing to rise.

    Adjusting for inflation to 2023 dollars, in the 2013-14 academic year, the maximum award was $7,410. Ten years later, in the 2023-24 academic year, the maximum award was $7,395. Over this period, the economy recovered and the share of students receiving Pell Grants across higher education writ large decreased. Because the figures at these institutions diverge from national figures, eligibility changes—and therefore the number of people qualifying—are likely not the cause of the increase in Pell Grant recipients at highly endowed institutions over the past decade.

    Examining average SAT scores from institutions with large and very large endowments indicates that changing admissions standards for Pell Grant students is not the source of the rise in socioeconomic diversity.

    When comparing scores from 2007-08 and 2011-12 with those from 2015-16 and 2019-20, the gap between the average scores of students with and without a Pell Grant at institutions with very large endowments decreased from 72 points in 2008/2012 to 58 points in 2016/2020. At institutions with large endowments, the gap in scores between Pell Grant recipients and those not receiving a grant narrowed even more, from 98 points in 2008/2012 to 51 points in 2016/2020, representing a statistically significant change. The shrinking gaps suggest that admissions standards for Pell Grant recipients have not been lowered.

    Because eligibility and admissions standards cannot explain the increase in the share of students at highly endowed institutions, it is likely that a higher number of Pell Grant recipients are applying to highly endowed schools and then choosing to enroll. Emerging research from the beginning of the decade on undermatching among low-income students coincides with an expansion of institutional initiatives to overcome these barriers, which may be contributing to higher application rates. Organizations like uAspire and Posse, which aim to recruit low-income, marginalized students, have also advanced this effort.

    While there are many barriers for low-income students to attend higher education, the evidence suggests there has been progress in improving access for these students at highly endowed institutions. Institutional commitment to promoting social mobility while adhering to their academic missions will not only benefit the institutions themselves but society at large as well.

    To read the full report, click here.

    —Erica Swirsky

    If you have any questions or comments about this blog post, please contact us.

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