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Solving the Student Debt Crisis: Making the Case

Title: Solving the Student Debt Crisis: Making the Case
Language: English
Authors: Hansen, Kiese; Shaw, Tim; Aspen Institute
Source: Aspen Institute. 2020.
Availability: Aspen Institute. 1 Dupont Circle NW Suite 700, Washington, DC 20036. Tel: 410-820-5433; Tel: 202-736-5800; Fax: 202-467-0790; e-mail: publications@aspeninstitute.org; Web site: http://www.aspeninstitute.org
Peer Reviewed: N
Page Count: 12
Publication Date: 2020
Sponsoring Agency: Annie E. Casey Foundation
Document Type: Reports - Descriptive
Education Level: Higher Education; Postsecondary Education; High Schools; Secondary Education
Descriptors: College Graduates; Debt (Financial); Loan Repayment; Student Loan Programs; Money Management; Paying for College; High School Graduates; Student Characteristics; Loan Default; Educational Equity (Finance)
Abstract: For people across the United States, student loan debt is a growing portion of the household balance sheet. More than 40 million Americans have outstanding student loan balances. The burden of student loan debt is causing undue harm to the financial security of individuals and households across the US, with disproportionate impacts on both low- and moderate-income households and communities of color. The problems associated with student loan debt are systemic and consequential for borrowers, their families, their communities, and for the nation's economy. But these problems are also solvable. This brief outlines goals and solutions for cross-sector action from federal, state, and local policymakers, employers, and other stakeholders to address rising student debt burdens, which have grown six-fold in the last 15 years. The brief explains the student debt crisis as it exists today, how it affects household financial security, and who is most impacted. Government officials, researchers, policymakers, private and nonprofit organizations, as well as the public, can use this brief for building momentum and driving action to solve this evolving crisis. [The authors received research and writing assistance from Jordan Thomas.]
Abstractor: ERIC
Entry Date: 2020
Accession Number: ED606386
Database: ERIC