Browsing by Subject "Tuition"

Now showing 1 - 4 of 4
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    A cross-sectional study of newly established medical schools in the United States: student body diversity remains an unmet challenge
    (Taylor & Francis, 2025) Oyoun Alsoud, Leen; West, Kelsey; Sorrell, Sara; Andolsek, Kathryn M.; Al Hageh, Cynthia; Ibrahim, Halah; Emergency Medicine, School of Medicine
    Introduction: The number of medical schools in the United States (US) has rapidly increased over the past two decades, but it is unclear if these newer schools better address the needs of a diversifying population. We hypothesized that newer medical schools might be less encumbered by historical processes and power structures and, therefore, more successful in recruiting students more representative of the US population. This study assesses whether medical schools established since 2000 are advancing diversity compared to their predecessors. Methods: Between October 1 and 14 December 2023, a cross-sectional study was conducted of all US allopathic and osteopathic medical schools that achieved accreditation and enrolled students by December 2023. School characteristics and matriculant demographics were collected from publicly available sources, including the 2022-2023 Medical School Admission Requirements website provided by the Association of American Medical Colleges and the American Association of Colleges of Osteopathic Medicine website. Descriptive statistics compared schools established before and after 2000. Results: Sixty new medical schools were identified. Thirty-three (55%) are allopathic and 27 (45%) are osteopathic; 40 (66.7%) are private and 20 (33.3%) are public. Allopathic schools are primarily located in urban areas (21/33; 63.6%); osteopathic schools are in suburban areas (16/27; 59.3%). Mean annual tuition costs are $48,782.82 (standard error (SE) 2201.09) and $56,072.37 (SE: 2120.63) for in-state and out-of-state students, respectively. Out-of-state tuition, matriculant grade point average, and Medical College Admissions Test scores are significantly lower in newly established medical schools. More women entered medical school but the number of underrepresented students by race and ethnicity has not made substantial gains and continues to fail to represent the US population. Conclusions: Geographic maldistribution, high tuition, and lack of student body diversity persist in newly accredited medical schools. Newly established medical schools are perpetuating many existing obstacles to diversifying the US physician workforce.
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    Equity by Design : Examining Law & Policy for Undocumented Immigrant Students through the pK-20 Pipeline
    (Midwest & Plains Equity Assistance Center (MAP EAC), 2017) Nguyễn, David Hòa Khoa
    The purpose of this Equity Brief is to provide some guidance for educators with regard to the challenges around supporting undocumented students in the midst of uncertain times and continued concerns surrounding Deferred Action for Childhood Arrivals (DACA). Many youth in the DACA Program have made the United States their home and have lived in the country the majority of their lives. Since its inception, DACA has been a source of contention for many, opponents argue that DACA has decreased the educational budget whereas others proponents of DACA focus on the educational opportunities it presents.
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    Identifying factors influencing orthodontic residency program selection
    (Identifying factors influencing orthodontic residency program selection, 2024) Nanney, Eleanor M.; Shumaker, Abbigale; Gutierrez, Triny; Mitchell, Kelly; Frazier-Bowers, Sylvia A.; Wiesen, Chris; Mihas, Paul; Jacox, Laura Anne; Orthodontics and Oral Facial Genetics, School of Dentistry
    Purpose: The desirability of Orthodontic Residency remains high today relative to the past 30 years. This investigation seeks to re-assess factors influencing Orthodontic Residency program selection amidst contemporary challenges and changes, including increasing student debt, reduced residency stipends, and shifting practice models. Methods: This mixed-methods study consisted of interviews (qualitative) and surveys (quantitative). Fifteen final-year dental students and first-year orthodontic residents were interviewed one-on-one following a topic guide and then transcripts were analyzed using MAXQDA2022 to identify values, factors, and influences related to program selection and ranking. Qualitative findings and previous studies provided the basis for a survey distributed to residency applicants in 2020-22. Data were analyzed with bivariate and descriptive statistics with stratification by debt group. Results: Interviews (N = 15) elevated the importance of location, interview experience, program cost, and clinical education. Surveys (N = 239) identified the most desirable factors for program selection: satisfied residents, strong clinical training with multiple techniques, good interview impressions, low cost, high patient numbers, a strong reputation, and good clinical facilities with new technology. Less desirable factors include programs that are hospital-based, certificate-only, research-intensive, and require considerable after-hours work. Conclusions: Clinical education and interview experiences are key for residency selection, consistent with prior studies, though program cost has grown in importance. Findings can help guide orthodontic programs in recruiting applicants and suggest a need to limit educational costs.
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    State and Institutional Policies on In-State Resident Tuition and Financial Aid for Undocumented Students: Examining Constraints and Opportunities
    (Arizona State University, 2017-02) Serna, Gabriel R.; Cohen, Joshua M.; Nguyễn, David Hòa Khoa; School of Education
    In this article, we examine policies related to in-state resident tuition and state financial aid policies aimed at undocumented students. To help frame the discussion and spark further debate and research in this area the article seeks to do three things. First, it provides a comprehensive review of state and institutional in-state tuition policies aimed at undocumented students as well as state college or university system responses. Second, it charts the policy landscape for state financial aid access for this population. Third, it examines the numerous implications that such policies engender and highlights the role of the federal government and the proposed Dream Act in mitigating some of these concerns. It closes by underscoring the important financial role played by the critical interaction of state, institutional, and federal policies in making college going a reality for these students while proposing avenues for future study around the issue.