By Zoe Turner, NASFAA Policy Staff

This blog is the second in a two-part series highlighting the imperative work of prison education programs seeking to empower justice-impacted scholars. Below, “Navigating NASFAA’s PEP Web Center” outlines key resources hosted on the NASFAA website. Content summaries address information detailed in each piece and their importance to individuals involved with PEP in all capacities. Navigating financial aid in PEP brings forth unique challenges that NASFAA’s staff, members, and guest speakers have experience in overcoming in order to serve their students.

PEP Reference Sheets

NASFAA’s Prison Education Program (PEP) Web Center offers comprehensive reference sheets that address essential financial aid topics as they relate to PEP. Each sheet provides an in-depth analysis of the respective topic, details on implementation, considerations and restrictions specific to PEP, and a list of frequently asked questions for further guidance. Below are content summaries of each currently available fact sheet, intended to highlight the critical information. “Federal Pell Grant Lifetime Eligibility Used 2023-24” has been excluded from the following summary due to the publishing of an updated LEU fact sheet for the 2024-25 academic year. Check back on the PEP Web Center often to see new reference sheets as they are published.

1. An Overview of Return of Title IV Funds for Prison Education Programs for 2023-24 and 2024-25

Return of Title IV Funds, also known as R2T4, refers to the process in which a recipient of federal student aid withdraws from all classes, officially or unofficially, prior to the end of term and excess funding must be returned. Institutions use the R2T4 calculation to determine the amount of federal student aid the student “earned” prior to withdrawing. It is important for PEPs to establish a clear procedure of coordination with the institution’s financial aid office in the case of student withdrawal management. PEP advising must also communicate the risks of R2T4 to students seeking registration and those considering complete withdrawal.

2. Consumer Information Requirements for Prison Education Programs for 2023-24 and 2024-25

All institutions of higher education receiving federal financial aid must distribute annual consumer information to prospective and current students, families, and employees. The Department of Education (ED) outlines requirements related to report content, distribution, and annual notices. Due to the unique, and often complicated, structure of PEPs, consumer information communications strategies must be adjusted to best serve the student population. With regard to annual notice of report, PEP students may require print notices, which may require negotiation with the correctional authority. PEP advisors may use the information in this reference sheet to plan how to support students in their academic decision making, taking full precaution to highlight relevant disclosures. The disclosures most important for PEP students include financial aid programs, academic programs offered, cost of attendance, withdrawal policies. PEPs designed to meet educational requirements for a specific professional license or certification necessary for employment in an occupation must also disclose to students whether the given occupation typically involves prohibitions related to their incarceration in their state.

3. Cost of Attendance for 2023-24 and 2024-25

The Cost of Attendance (COA) refers to the expected sum of indirect and direct costs needed to complete an academic year. COA is determined by each institution and used to establish a maximum total amount of financial aid a student is eligible to receive. The Higher Education Act of 1965 regulates the expenses that may be considered in the determination of COA for Pell eligible PEP students. COA for incarcerated students considers tuition and required fees, required books and supplies, and the cost of acquiring a license, certification, or first professional credential. In the case the PEP student’s Pell amount exceeds the COA, schools must return the difference.

4. Federal Pell Grant Lifetime Eligibility Used for 2024-25

Lifetime Eligibility Used, or LEU, refers to a lifetime limit imposed by the federal government on the amount of Pell a student is eligible to receive. LEU is calculated by ED as a percentage of personal Pell Grant eligibility used. In order to allow for added-flexibility in a student’s academic journey, ED has established maximum Pell lifetime eligibility at the equivalent of 12 full-time semesters. Although ED calculates LEU for PEPs, this fact sheet features two example calculation sheets for use. Incarcerated students may receive Pell for both eligible degree and credential programs but advisors should discuss the LEU limits with students to make sure they make informed choices.

*The NASFAA PEP Web Center also features a reference sheet for Federal Pell Grant Lifetime Eligibility Used for 2023-2024. Starting in 2024-25, the department calculates part-time enrollment intensity with the exact number of attempted credits. This is a change from 2023-24 in which ED grouped enrollment intensity by full-time, part-time, half-time, and less-than-half-time.

5. Satisfactory Academic Progress for 2023-24 and 2024-25

Institutions of Higher Education enforce satisfactory academic policies made up of qualitative and quantitative components to ensure timely completion of credential requirements. Maintaining satisfactory academic progress (SAP), per institutional standards, is necessary to retain eligibility for federal financial aid. Qualitative components require students to maintain a level of academic success equal to the level required to earn their degree or credential, often captured by a minimum cumulative grade point average (GPA). Quantitative achievement is captured in completion of minimum credit hours with a passing mark. SAP policy requires students to successfully complete at least 67% of attempted credit hours. Incarcerated students often deal with circumstances outside of their control and may be granted exceptions by their institution’s financial aid office.

6. Verification for 2023-24 and 2024-25

Verification is a process conducted by EDto certify information of selected students included on their FAFSA application. Incarcerated students selected for verification must present proof of identification in the form of a non-expired government issued ID (V4) and a signed Statement of Educational Purpose (V5). The V4 and V5 must be completed in the physical presence of a school official and the institution’s financial aid office must receive an annotated V4 and V5 with a wet signature. No financial aid may be released until the verification process is complete. PEP advisors of students selected for verification should keep the following in mind: (1) IDs issued by the correctional facility are acceptable for the verification of identity; and (2) Conflicting information must be resolved to complete the verification process.

Webinars

NASFAA’s PEP Web Center features an archive of webinars available for viewing with an online delivery following registration. Webinars are hosted by field experts and cover a variety of topics most crucial to PEPs. Webinar archives contain full video footage, slide decks, webinar notes available for download, a feedback survey, attendee chat archive, and a certification badge following completion. Below I have provided an overview of two available webinars which I encourage readers to seek out for full coverage.

1. Completing the 2024-25 Paper FAFSA with Students Who Are Incarcerated Workshop

This webinar was hosted on January 31, 2024 by Sheila Meiman of NASFAA, Joseph Bailey of SUNY Genesee Community College, Nahlee Suvanvej of Portland State University, and Jerry Mckeen of Des Moines Area Community College. Due to technological constraints, many incarcerated scholars rely on the paper FAFSA to receive federal financial aid. In this presentation, the speakers outline the application process, identifying key questions and PEP specific challenges. Topics addressed include participation requirements for Pell, application changes from 2023-24 to 2024-25, a FAFSA walkthrough, a FAFSA submission summary introduction, and questions. PEP students must fill out a paper application marked “Incarcerated Applicant Form” which is only available in English and Spanish, cannot make use of skip-logic convenience, and is sent to a special P.O. box. The presenters underscore the importance of careful completion and provide context and clarity to commonly confused sections. They address the inherent challenges of paper FAFSA for PEP students in the form of unpredictable access, impact of R2T4, SAP suspension and appeals, and privacy concerns. This webinar is a must-watch for any higher education professionals involved in the implementation of a prison education program. It does represent our understanding of this process at the time of the original webinar, and is scheduled for an update to reflect refinements made by ED.

2. Academic Advising in Prison Education Programs: Opening the Conversation

This webinar was hosted on May 23, 2024 by Sheila Meiman of NASFAA, Dr. Paula Pitcher of Achieving the Dream, and Dr. Wendy Trexel of NACADA Center for Research. As members of the Advising Success Network, the presenters and their affiliate institutions demonstrate their commitment to defining “good advising” and how the field can be redesigned to meet this standard in the prison education program space. Topics covered in the webinar include the following: Orientation, Academic (Advising) Counseling, Tutoring, Re-Entry. Per each focus, the presenters detail the typical implementation strategy for each area and how it may be adjusted to fit the “special context” of PEP, supported by real-world examples. Encouraging listeners to consider critical lenses of all involved parties, the panel addresses the impact of institutional, circumstantial, and regulatory challenges in the PEP experience and how they may be addressed. Prominent webinar themes include the importance of contextual sensitivity, collaboration, planning, flexibility, and professional development and training. Webinar attendees are equipped with several resources and an enhanced capability to find success in their PEP Academic Advising.

Additional Resources

NASFAA’s PEP Web Center also features additional resources interested members may find useful to supplement their existing knowledge. In addition to the two resources listed below, you may find student fact sheets, news articles and statements, department and congressional references, and much more.

1. PEP Slack Community

The PEP Slack Community is an online chat space for PEP professionals to connect and share questions, experiences, and more. The community is free to join and is an essential resource to stay up to date on tools, training, and current news related to the intersection of financial aid and prison education programs.

2. NASFAA AskRegs

AskRegs hosts an archive of PEP related articles prompted by member submissions. Articles span multiple award years and topics of most pressing concern and interest from the PEP community.

Thank you for reading this blog completing my two-part series covering prison education programs. I leave you with the following note found in the first piece: professionals in the field of higher education, including financial aid professionals, hold a unique ability to shape student lives with their advocacy for learning. Education is both a human right and a core principle of restorative justice. With the reinstitution of Pell eligibility for incarcerated students, several NASFAA member institutions have taken steps to achieve designation as a Prison Education Program (PEP). I encourage readers to explore the several PEP resources NASFAA has to offer, including the expertise of staff and members, to discover the opportunities your institution has to support justice-impacted scholars.

Publication Date: 9/23/2024