Experience the Value of an FSA Assessment Activity and th

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Quality Assurance Program

• Pre-Conference

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Quality Assurance Pre-Conference

• FSA AssessmentCase Study

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• Coming together is a beginning
• Keeping together is progress
• Working together is success
• - Henry Ford

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Session Objectives

• Experience the Value of an FSA Assessment
  Activity and the Management Enhancement Form
• Learn the importance of team workto resolve a
  finding.

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Group Activity
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Instruction
Work with your table to discuss the Management
Enhancement/Action Plan. If other stakeholders
are needed to assist in the resolution of your
plan, assign a team member to discuss issue(s)
with appropriate stakeholdersFinancial Aid
Office, Business Office, Student, Senior
Management or Computer Center
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Lessons Learned

• Dont Assume
• FSA Assessment Activities and the Management
  Enhancementare valuable tools
• Team Work is a necessity

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• FSA AssessmentRequirements for QA Schools

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Session Objectives

• Learn where to locate the FSA Assessments
• Review FSA Assessment Highlights
• Introduce Policies and Procedures Component
• Learn FSA Assessment requirements for QA schools

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Where to find the FSA Assessments
Web address We recommend that you save it as a
favorite http//ifap.ed.gov/qahome/fsaassessment.
html.  Or IFAP.ed.gov
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FSA Assessment Highlights

• This Chart Ways to use the assessments
• Policies and Procedures Ensure you are meeting
  minimum requirements
• Management Enhancement How to track your
  progress

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This Chart Ways to use the FSA Assessments
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Policies and Procedures

• Beginner, Intermediate and Advanced Users
• Minimum Requirements
• Regulations
• Demo Go live to the FSA Assessment

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QA Program Requirements for the FSA Assessments

• Complete two assessments or activities
• Notify QA Regional Representative of the two
  assessments
• If applicable, complete the Management
  Enhancement Form

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Timeline for the FSA Assessments
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• Team Building

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• None of us is as smart as all of us.
• - Japanese proverb

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Session Objectives

• Complete a Team Building Exercise
• Learn the value of a team
• Access Team Building Resources

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Activity
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Team Building Web Site
http//www.teambuildinginc.com/tps/002.htm
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Mission Accomplished

• Completed a team building exercise
• Learned the value of a team
• Found Team Building Website

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QA Program Pre-Conference

• The Detail
• on
• Data Analysis
• David Rhodes
• Anne Tuccillo

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Statistics are like a bikini. What they reveal
is suggestive, but what they conceal is
vital. Aaron Levenstein
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Session Objectives

• Share program-wide analyses
• Share institutional profiles
• Go over your analysis requirements for 2008-09
  and 2009-10
• Remind schools about verification status codes in
  COD

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Session Objectives (Contd)

• Introduce a new EFC Impact Analysis standard
  report
• Preview a new shared report
• Provide tips on applying and sharing results

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Analysis of 2006-07 Sample Data

• 132 schools
• Average enrollment was 20,105
• Disbursed 11 of all Pell Grants in 2006-07
• 62,958 individual ISIR records

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Schools by Sector
Analysis of Quality Assurance Program Sample
Data 200607
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Verification Status by Sector
Analysis of Quality Assurance Program Sample
Data 200607
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Classifying the Effect of Verification on
Eligibility

• No changeEFC and Pell Grant Award remained the
  same
• Major decreasePell Grant decreased or EFC
  increased at least 400
• Major increasePell Grant increased or EFC
  decreased at least 400

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Classifying the Effect of Verification on
Eligibility (Contd)

• Minor decreaseEFC increased less than 400 and
  Pell Grant remained the same
• Minor increaseEFC decreased less than 400 and
  Pell Grant remained the same

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Change in Eligibility by Sector
Analysis of Quality Assurance Program Sample
Data 200607
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Analysis of Quality Assurance Program Sample
Data 200607
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Analysis of Quality Assurance Program Sample
Data 200607
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Analysis of Quality Assurance Program Sample
Data 200607
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IRS and Other ISIR Data

• To what degree are the corrections uncovered by
  verification limited to the fields addressed by a
  potential IRS match adjusted gross income and
  taxes paid?
• What portion of the changes in aid eligibility
  captured by current federal verification
  worksheets are due to adjusted gross income and
  U.S. taxes paid data?

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Types of Change Observed
Analysis of Quality Assurance Program Sample
Data 200607
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Share of Estimated Change to EFC
Analysis of Quality Assurance Program Sample
Data 200607
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Implications of 2006-07 Analysis

• Neither school nor CPS verification was
  efficient this was especially true for the most
  eligible aid applicants
• CPS may want to consider expanding verification
  among records initially ineligible for Pell
  Grants
• An IRS match involving only adjusted gross income
  and taxes paid will not replace the full value
  of the current verification worksheets

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2007-08 Data Analysis
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Alternating Focus of QA Analysis

• Random Sample 2006-07 2008-09
• Representative of all potential changes in your
  aid population
• Question of the year Who are you missing?

• School Selected 2007-08 2009-10
• Changes your verification detected
• Question of the year Who are you verifying
  unnecessarily?

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2007-08 School Verified Data

• 141 schools with ISIR data
• 141,484 individual ISIR records
• 134 schools supplied a description of their
  verification criteria
• 124 of these had 2007-08 ISIR data
• 119 of these had 2006-07 ISIR data

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The Number of Verification Criteria at QA Program
Schools
Analysis of Quality Assurance Program Data
200708
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The Relationship between the Number of Criteria
and Verification Outcomes
Analysis of Quality Assurance Program Data
200708 2006-07
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Top 10 Data Fields Used in QA Schools
Verification Criteria
Analysis of Quality Assurance Program Data
2007-08
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Observed Relationships Between School Using
Indicated Data Field and Verification Outcomes
Analysis of Quality Assurance Program Data
2007-08 2006-07
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Observed Relationship Between School Using
Indicated Data Field and Verification Outcomes
Analysis of Quality Assurance Program Data
2007-08 2006-07
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Common Strategies for Selecting Students for
Verification
Analysis of Quality Assurance Program Data
2007-08
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Observed Relationship Between School Using Common
Strategy and Verification Outcomes
Analysis of Quality Assurance Program Data
2007-08 2006-07
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Less Common Strategies
Analysis of Quality Assurance Program Data
2007-08
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Apply 2007-08 findings to your analysis

• Fields to consider using in your criteria
• EFC
• Student filed tax return?
• Fathers income from work
• Mothers income from work
• Students income from work

• Strategies to consider using in your criteria
• Specific values
• Greater than
• Less than
• Range

Associated with reduced ability to prevent Pell
under-awards
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Implications of 2007-08 Analysis

• Generalizations about Quality Assurance School
  verification are very hard to make
• Roughly half of participating schools use
  non-ISIR information when selecting students for
  verification
• School criteria often reduce unnecessary
  verification
• The cost of this efficiency seems to paid solely
  by the reduced capacity to correct Pell
  under-awards the tendency to prevent Pell
  over-awards was not affected

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Institutional Profiles 2007-08

• Pell improper payments prevented by your schools
  verification efforts
• Program-wide averages provided for context

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Analysis of Quality Assurance Program Data
200708
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Analysis of Quality Assurance Program Data
200708
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Analysis of Quality Assurance Program Data
200708
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Example 2007-08 Profile
Analysis of Quality Assurance Program Data
200708
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Profiles Differs from Year to Year

• 2007-08 provide data of improper payments
  PREVENTED by school verification
• 2006-07 provided data on estimated levels of
  POTENTIAL improper payments in a schools
  applicant population

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2008- 2009 Timeline for the ISIR Analysis Tool
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2009- 2010 Timeline for the ISIR Analysis Tool
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QA Schools Must use these Verification Status
Codes

• V VERIFIED by the school.
• S Selected by CPS but NOT verified because the
  ISIR record did not meet the school verification
  criteria
• W Selected by the school and the Pell was
  disbursed without documentation.
• BLANK Not selected

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Tracking your W Codes

• Access the Verification Tracking Report in COD

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Verification Status Report

• To retrieve the report via a Data Request
• Log into the COD web site, select the Batch
  option from the top tool bar
• Select Grant Data Requests, select New Request
  from the Report Type dropdown box, select
  Verification Status Report

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Verification Status Report-Contd

• Make the appropriate selections for Award Year,
  Request Type and Data Type, and click the submit
  buttonThis process will produce a report with
  current data from COD. Remember, if there is no
  student for whom a code is missing, the file will
  be sent but the results will be blank.

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EFC Impact Analysis Report

• Whats here?
• Graph or table with counts of changes to any and
  the five most commonly changed critical ISIR
  fields by initial EFC value range
• How can you use it?
• Determine if changes to ISIR fields are
  concentrated in an initial EFC range
• Target verification or outreach efforts

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(No Transcript)
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New Shared Report School_Verification_Analysis
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Tips for Applying Analysis

• KISS
• Know
• Integrate
• Summarize
• Sell
• Telling quotations

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Last night somebody broke into my apartment and
replaced everything with exact duplicates . When
I pointed this out to my roommate he said, Do I
know you? Steven Wright
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Know

• What you do
• What has changed
• Remember what you dont know

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In essence, science is a perpetual search for an
intelligent and integrated comprehension of the
world we live in Cornelius Bernardus Van Neil
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Integrate

• Current practices
• Possible practices
• Previous analysis
• Others analysis

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Summarize I have made this letter longer,
because I did have not had the time to make it
shorter. Blaise Pascal
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Summarize

• For your audience
• For you

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Between two products equal in price, function
and quality, the better looking will out sell the
other. Raymond Loewy
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Sell

• Data driven decisions
• Identify how to improve
• Recertify the status quo
• Document the value of your efforts
• Improper payments
• Outreach efforts
• Accurate aid awards

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Use graphs when you can
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Questions
Questions
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Contact Us
Questions
Regional Representatives Regions 1, 2, 5 (CT,
IN, IL, MA, ME, MI, MN, NH, NJ, NY, OH, RI, VT
and WI)Holly Langer-Evans Holly.Langer-Evans_at_ed
.gov Regions 3 and 4 (AL, DC, DE, FL, GA, KY,
MD, MS, NC, PA, SC, TN, VA and WV)Anne Tuccillo
Anne.Tuccillo_at_ed.gov Regions 6 and 7 (AR, IA,
KS, LA, MO, NE, NM, OK, and TX)Anne Tuccillo
Anne.Tuccillo_at_ed.gov Regions 8, 9, 10 (AK, AZ,
CA, CO, HI, ID, MT, ND, NV, OR, SD, UT, WY and
WA)Michael Cagle Michael.Cagle_at_ed.gov Program
DirectorBarbara Mroz Barbara.Mroz_at_ed.gov Pro
gram AnalystsDavid Rhodes David.Rhodes_at_ed.gov
Warren Farr Warren.Farr_at_ed.gov