In the spring of 2003, I was invited to testify before the Senate’s Advisory Committee on Financial Aid. Several institutions met in Chicago, Ill, along with the Advisory Committee with the purpose of listening to front line administrators voice their concerns about student financial aid issues. In readiness for Reauthorization, the advisory committee was given the challenge to go out into the financial aid community to find out from those individuals who actually work “face-to-face” with students, just what the important issues are and what impact any actions taken concerning financial aid policy changes would have on students and institutions.

Once I had the opportunity to meet with the Advisory Committee, I came quickly to realize that while they may not have the golden wand to wave to make financial aid policies and guidelines work perfectly for every institution, they really do care! Why else would an individual from Fort Peck Community College, located on the Fort Peck Indian Reservation “somewhere” in Montana have been invited to a meeting of this magnitude?

I also realized that these individuals who make so many important recommendations that affect students and institutions actually have little knowledge of our institutions’ similarities and most importantly, our differences. To help the advisors in their efforts to understand our needs and concerns, it is our responsibility to meet them halfway; through involvement in policy activities locally and nationally, and by sharing our concerns with those that can make things happen.

As I sat on the panel side by side with three other Financial Aid Administrators (one from Purdue University and two from other large institutions), I wondered what in the world I was doing there and what I could possibly contribute that these institutions couldn’t.

Fort Peck Community College’s student body consists of 450-500 low-income, mainly Native American students and I questioned how our little institution could make a difference in the big picture of things and why they cared at all anyway about an institution that served such a remote area. I also questioned my qualifications as a representative of the financial aid community, but after, (of course it was the perfect time to contract a bad case of cotton mouth), I was thrilled to find out that the testimony I gave, representing smaller institutions and minority serving institutions, was the one testimony the committee was most interested in and had the most questions about. As I was leaving the meeting, two of the advisory committee members followed me out into the foyer and one made a statement that really hit home. He said “We are so happy you came, your statements really made us sit back and take a hard look at what is really going on out there. When you were done speaking, one of the other committee members leaned over and said that he felt he must be living in a different country.” He also asked my opinion about students being able to fill out the FAFSA through the telephone. I thought it was a great idea! How do you feel about it?

One of the main topics discussed at the meeting was the importance of increasing access through new advances in technology and the possibility of eliminating the need for the paper FAFSA. My main objective was to support the new advances in technology, but to also reinforce the committee’s awareness of the digital divide and not losing perspective of the importance of the paper FAFSA and the dependence many of the smaller institutions and low-income, literacy-challenged communities have on the paper FAFSA. Following through with this objective was the need for simplification of the current FAFSA and the possibility of creating a one-page form similar to the 1040EZ, for instance creating an EZ FAFSA for low-income families.

The following is an outline of my testimony:

1. Tribal College/University (FPCC) Student Demographics
   1. 89% Native American student population
   2. 77% reservation wide unemployment rate
   3. Approximately 80 – 90 % Pell eligibility
   4. High rate of alcoholism, diabetes, and other health related problems
   5. Average age is approximately 28-32 years
      
      
2. Technology/Digital Barriers
   1. Families on set incomes cannot afford computers
      The majority of families on the reservation live on Federal assistance programs or Tribal General Assistance programs. Welfare programs drastically cut the amount a family receives per month and Tribal Assistance provides approximately $114 per month living assistance. Consequently it is estimated that only 1in every 75 reservation households own a computer. The only access the majority of our students have is through the community college and this is very limited. Also, many Tribal College students (as well as those from other rural community colleges) are “non-traditional” and have had very little experience with computer technology and online access, therefore they need special assistance that is very time consuming. Lack of resources in one-person offices limits the time that can be spent on one-on-one consultations.
      
      
   2. Majority of low-income families without telephone service, therefore no on-line access
      The majority of reservation families do not have telephone service. Many do have the $1 a month service available to families on assistance programs, but this basic service does not provide long-distance or online access. Unless unemployment rates go down and people can afford service, this barrier is not likely to recede within the near future.
      
      
   3. High drop out rate – low family literacy
      Because of the high drop out rate and low family literacy on the reservation, many individuals have problems filling out applications by hand. On-line applications are not an option unless they have assistance. On-line access and application is great, but in reality the paper applications are the main form used by our students. Nearly all students who enter FPCC use the paper application, which is then submitted electronically through the Financial Aid Office. Along with entering the application, our students also need assistance with filling out the application. This is common across the board for Tribal Colleges.
      
      
3. Perspective on FAFSA Simplification
   1. Approve for 2 years
      Possibility of approving low-income families for multiple year eligibility.
      
      
   2. Taxes automatically submitted by IRS
      For those individuals who have filed a tax return, their tax information would be sent to processing by the IRS, therefore eliminating the need for tax information to be provided by the student/family. The FAFSA would provide the permission necessary for access to their tax information.
      
      
   3. FAFSA EZ
      Student’s whose families receive assistance from welfare, food stamps, general assistance, free lunch program, low-income housing, commodity foods, energy assistance, etc., would be able to fill out an EZ FAFSA (a one-page application) and basically be pre-determined as eligible.
      
      
   4. Pin Number/Signature Requirements
      Make the process of applying for a PIN number and signing the on-line FASFA easier.

All in all, my journey to Chicago was a great experience and one I would definitely do again if asked. I would like to thank Mr. John Gritts from the American Indian College fund for recommending me for this opportunity and for having faith and trust in my abilities as a representative for the financial aid community. I would also like to thank my MASFAA associates for giving me the opportunity to serve as MASFAA President for 2002 and 2003 and my RMASFAA associates for allowing me to serve on the RMASFAA Board. Pidamiya.

Haven Gourneau, Wowiyea Axmox Moga Wiya (Blowing Prayer Cloth Woman), is a current MSI Kellogg Fellow and the Financial Aid Director at Fort Peck Community College, a Tribal College located on the Fort Peck Indian Reservation.