Sis Sfws National Report Web Final

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org
T RELL I S R E S E A RC H | S P RI N G RE P O RT | J UN E 2018
Student Financial
Wellness Survey Report
Kasey Klepfer, Bryan Ashton, Dwuana Bradley, Christopher Fernandez,
Max Wartel, & Jeff Webster
Table of Contents
Preface................................................................................................................................ 3
Acknowledgements........................................................................................................ 3
Executive Summary........................................................................................................ 4
Overview............................................................................................................................ 6
Student Financial Security............................................................................................ 8
Basic Needs Security.................................................................................................... 11
Paying for College and Student Debt...................................................................... 14
Perceptions of Institutional Support....................................................................... 18
Conclusion......................................................................................................................20
Appendix A: Detailed Methodology and Sample Characteristics................... 21
Appendix B: Survey Questions and Responses....................................................28
Appendix C: Select Crosstab Analysis Tables.......................................................42
www.trelliscompany.org 2
Preface
The Student Financial Wellness Survey (SFWS) was designed and
implemented by Trellis Research, a department within Trellis Company
(formerly TG, trelliscompany.org). Trellis is a nonprofit organization
that supports students, families, institutions, and communities through
research, outreach, student loan administration, and philanthropy
programs. This report details aggregate findings from the Spring
2018 implementation at 12 colleges and universities including: seven
4-year public institutions, three community colleges, and two 4-year
private institutions. Participating in this comprehensive survey is
free, and each participating institution receives a customized report
of their results with a comparison group from similar institutions.
Trellis is currently enrolling institutions for the Fall 2018 and 2019
implementations of the SFWS. For more questions or to enroll your
institution please visit: trelliscompany.org/participate.
Acknowledgements Vice President of the Institute for College

Access & Success (TICAS); Phil Schuman,
Trellis Company acknowledges the many
Director of Financial Literacy at Indiana
contributors to the SFWS. We would like
University; and Karen Serna, Director of
to acknowledge the project lead and lead
the Student Money Management Office
author of this report, Kasey Klepfer, and the
at Austin Community College for their
members of Trellis Research team, Dwuana
thoughtful suggestions.
Bradley, Chris Fernandez, Carla Fletcher,
Dr. Max Wartel, and Jeff Webster. We would Comments and requests for additional
also like to acknowledge Bryan Ashton, VP information regarding this report or any
of Community Investment, Emily Hummel, of Trellis’ other publications are welcome.
Senior Writer, Rudy Bellg, Senior Graphic Please direct questions to:
Designer, and Christopher Beeler, Creative Jeff Webster
Director, from Trellis for their contributions. Director of Research
Several academics, campus financial Phone Number: (800) 252-9743, ext.4504
wellness practitioners, and higher Email: [email protected]
education policy organizations contributed www.trelliscompany.org/research
to the review and revision of the SFWS Twitter: @TrellisResearch
during the design phase. We would like
to thank Dr. Dominique Baker, Assistant
Professor at Southern Methodist University;
Dr. Angela Boatman, Assistant Professor
of Public Policy and Higher Education at
Vanderbilt University; Debbie Cochrane,
3 www.trelliscompany.org
Executive Summary
There is growing recognition that the interplay of student collegiate finances and SURVEY METRICS
academic performance influences key student outcomes like retention and graduation.
Students experiencing high levels of stress related to finances and meeting basic needs
ALL SCHOOLS
may struggle to reach their academic potential. More and more colleges want to SPRING 2018
better understand the state of financial wellness of their students to pin a baseline for
comparison after implementing various initiatives such as providing financial education, SURVEY POPULATION
emergency grants, and referring students to public assistance programs, food pantries, 53,693 STUDENTS
and coordinated carpools. The Spring 2018 implementation of the Student Financial
Wellness Survey captures the attitudes, perspectives, competencies, and self-reported
RESPONSE
financial behaviors of over 6,000 students from 12 colleges and three states. Student
RATE 11%
respondents attended public universities, private colleges, and community colleges
that range in size from more than 40,000 students to under 1,000.
RESPONSES
Trellis Company (Trellis) developed the survey to help inform discussions about college 6,026 STUDENTS
affordability, student debt, and financial wellness at the campus level and among policymakers.
Financial wellness incorporates the concepts of financial literacy, competency and capacity.
COMPLETION
School administrators and government policymakers that have sophisticated understandings
RATE 88%
of student financial wellness of their populations may be able to develop more cost-effective
initiatives to improve key student success metrics.
MEDIAN TIME SPENT
KEY FINDINGS: STUDENT FINANCIAL SECURITY
13 MINUTES
• Most students worry about paying for college. Almost two in three respondents
(63 percent) agreed or strongly agreed that they worry about having enough
money to pay for school.
• Many students lacked a plan for paying for their next semester. Close to one quarter
of respondents (22 percent) disagreed or strongly disagreed that they knew how
they would pay for college next semester.
• Students’ finances appear precarious, susceptible to unexpected expenses. More
than half of respondents (57 percent) indicated they would have trouble getting
$500 in cash or credit for an emergency.
• Students worry about ongoing expenses. Almost half (46 percent) of respondents
worry to some degree about paying for their current monthly expenses.
• Running out of money at some point in a year is common among college students,
but nearly half face the brink an unsettling number of times. More than two thirds
(70 percent) of respondents reported running out of money at least once in the past
12 months, with 46 percent reporting running out of money three or more times.
• Financial obligations to family members can run both ways. More than one third
of respondents (38 percent) agreed or strongly agreed that it is important that they
support their family financially while in college.
KEY FINDINGS: STUDENT BASIC NEEDS SECURITY
• Very low food security is quite common among students in this survey. More than
one third of respondents (36 percent) showed signs of very low food security
according to USDA methodology.
• Respondents with very low food security were more likely to answer that they
would have trouble getting $500 in cash or credit in case of an emergency.
• Respondents with very low food security were more likely to worry about having
enough money to pay for school and less likely to say that they know how they will
pay for college next semester.
• Access to housing is a common concern among students in the survey, and
some have been homeless. Forty percent of respondents in the SFWS showed
signs of being housing insecure, and four percent indicated homelessness
within the 12 months prior to the survey.
KEY FINDINGS: PAYING FOR COLLEGE AND STUDENT DEBT
• Students may become surprised by educational costs, the level of debt needed
to cover these expenses, and their ability to pay for school. Most respondents (60
percent) agreed or strongly agreed that they had more student loan debt than
they expected at this point.
• Students commonly borrow for college without confidence in their ability to repay their
student loan debt. More than two thirds of respondents who reported having student
loan debt were not at all confident (28 percent) or only somewhat confident (40 percent)
that they would be able to pay off the debt acquired while they were a student.
• Making money last the full semester can be challenging and requires a certain level
of knowledge about finances. Students vary in their level of financial knowledge,
with older students scoring higher than average. Students who are the first in their
families to attend college tend to score more poorly on the financial knowledge
scale, perhaps exacerbating other financial challenges.
•S
ome financial tools like payday loans, auto title loans, and credit cards have relatively
high interest rates and associated costs and repayment terms. While nearly 10 percent of
respondents reported using either a payday loan or an auto title loan, more commonly
respondents (41 percent) reported borrowing on a credit card in the past 12 months.
KEY FINDINGS: STUDENT PERCEPTIONS OF INSTITUTIONAL SUPPORT
• One common complaint of students is that many classes require textbooks that are
too expensive for the amount of class time they are actually used. Half of respondents
disagree or strongly disagree that their school makes textbooks more affordable.
• Schools must make hard choices in their allocation of resources for students.
Students shared mixed perceptions of school sensitivity to their financial needs.
More than one third of respondents (38 percent) agree or strongly agree their
school actively works to reduce the financial challenges they face, and 30 percent
disagree or strongly disagree.
• Students express their financial difficulties with advisors and faculty members with
some regularity. Respondents most commonly report speaking to a financial aid
advisor about financial struggles (49 percent), followed by academic advisors (39
percent), and faculty members (23 percent).
• Faculty level of empathy towards students’ financial challenges ranges across
a spectrum. Almost one third of respondents (30 percent) disagree or strongly
disagree that their school’s faculty understand their financial situation.
Overview
Trellis’ Student Financial Wellness Survey (SFWS) documents the financial well-being
of postsecondary students at participating schools. Twelve colleges and universities
participated in the Spring 2018 implementation of the SFWS including: seven 4-year public
institutions, three community colleges, and two 4-year private institutions (a full list of
participating schools and a more thorough description of the methodology can be found
in Appendix A: Methodology and Sample Characteristics). In partnership with participating
institutions, web-based survey invitations were sent to 53,693 undergraduate students,
of whom 6,026 responded, yielding a response rate of 11 percent. The survey was open
beginning February 12, 2018 and closed on March 5, 2018. Schools with enrollments above
10,000 students randomly sampled 5,000 of their students, while schools with lower
enrollments included all students in the survey population. The findings from the Spring
2018 implementation provide insight into the financial wellness of students attending these
institutions; generalizations to larger populations are not supported by the methodology.
SURVEY CHARACTERISTICS
Population Respondents
Characteristic
(N=53,693) (n=6,026)
Race/Ethnicity - -
American Indian/Alaskan Native 0.7% 0.6%
Asian, Hawaiian, or Other Pacific Islander 3% 4%
Black/African American 7% 7%
Hispanic/Latino 18% 18%
International 1% 1%
Multiple 3% 3%
White 32% 33%
Not Reported 35% 34%
Gender
Female 49% 62%
Male 38% 27%
Enrollment Intensity
Full-time 66% 72%
Part-time 34% 28%
Class Year
1st (<30 credits earned) 40% 41%
2nd (30-59 credits earned) 24% 25%
3rd (60-89 credits earned) 18% 18%
4th (90-120 credits earned) 12% 11%
5th (>120 credits earned) 5% 5%
Age
Average Age 22.9 23.7
The Spring 2018 sample had several characteristics different from the population.
Female respondents were overrepresented in the sample, as were respondents attending
school full-time. Some participating institutions provided incomplete race and ethnicity
information for their students, resulting in a substantial percentage of the survey
population (35 percent not reported) missing this information and labeled “not reported” in
the survey characteristics. A more detailed description of survey characteristics, tests for
representativeness, and other research notes can be found in Appendix A: Methodology
and Sample Characteristics.
This report is divided into four major sections, which are followed by three appendices.
The major sections focus on areas considered more central to student success, but we
make results from all survey questions available in Appendix B: Survey Questions and
Responses. The analysis begins with an examination of (1) Student Financial Security
which reports and the levels of stress students feel over money matters. Sometimes
money anxieties reflect the uncertainty students experience when trying to meet basic
human needs like access to food and shelter. The SFWS provides valuable information
on these experiences in the (2) Basic Needs section. The next section, (3) Paying for
College and Student Debt, inventories the ways students finance their education and
how those methods are understood and felt by students. The final section reports
on student (4) Perceptions of Institutional Support, i.e., the extent to which students
believe that colleges, faced with competing demands for resources, are empathetic
and responsive to the financial needs of their students.
Student Financial Security
Financial wellness issues are common challenges for postsecondary students. In the 2011
National College Health Assessment, 34 percent of students reported that their finances in
the previous year were “traumatic or difficult to handle.”1 The 2012 National Survey of
Student Engagement found three in five first-year students worry about paying for school
and affording regular expenses.2 Besides the mental and emotional toll of financial Q47: I worry about having
insecurity, students surviving on narrow margins are far more vulnerable to academic enough money to pay for school.*
disruptions caused by unexpected expenses. For students on tight budgets, persisting in

school often depends on financial plans that go smoothly, as even modest disruptions
due to accidents, illness, or unanticipated expenses can impede success. Cash-strapped
students face these contingencies with fewer options than their more affluent peers,
often engaging in extreme frugality and untenable work schedules that threaten their
health and diminishes their learning experience. The added responsibility of caring for
64% 22%
dependents or financially supporting family members exacerbates the challenge. Under
Agree or Disagree or
these circumstances, an accurate picture of the financial wellbeing and basic needs Strongly Agree Strongly Disagree
of students can help institutions better target resources and design interventions that *Responses indicating 'Neutral' are not shown
address the unique issues on their campuses.

» Students
surveyed signaled concern with being able to afford college. Almost
Q48: I know how I will pay
two in three respondents either agreed (31 percent) or strongly agreed (33 for college next semester.*
percent) that they worry about having enough money to pay for school. (Q47)
» Only one half of respondents either agreed (34 percent) or strongly agreed (16
percent) that they knew how they would pay for college next semester, while
almost a quarter of students (22 percent) disagreed or strongly disagreed. (Q48)
»C
onfidence in being able to pay for the next semester varied by gender. Female
respondents indicated that they worry about paying for school and did not 50% 27%
know how they would pay for the next semester of college more frequently Agree or Disagree or
Strongly Agree Strongly Disagree
than male respondents.
*Responses indicating 'Neutral' are not shown
»S
ome of the anxiety around paying for school may be driven by students’ concern for
their day-to-day expenses. Almost half of respondents worry to some degree about
paying for their current monthly expenses (46 percent agree or strongly agree). (Q46) Q46: I worry about being
able to pay my current
monthly expenses.
15% 31% 24% 23% 7%

Agree Strongly Neutral Disagree Strongly
Agree Disagree
» For students who are financially vulnerable, a relatively small expense can force
Q40: Would you have trouble
difficult decisions around staying enrolled in college. Over half of respondents in
getting $500 in cash or credit in
order to meet an unexpected the SFWS (57 percent) indicated they would have trouble getting $500 in cash or
need within the next month? credit in an emergency. (Q40)
» Students who reported they would have trouble getting $500 cash or credit for an
emergency responded at higher rates that they worry about having enough money to
pay for school (Q47) and at lower rates that they know how they will pay for college
next semester (Q48). Given students’ financial vulnerability and lower confidence in
57% 33% 10% paying for college, student success initiatives would benefit from financial components
Yes No I Don’t Know
such as emergency aid programs that provide small dollar grants to students in
financial emergencies. These types of interventions have improved student retention.3
» Female respondents also responded at higher rates
than males that they would have trouble meeting a
$500 emergency. Interventions that address issues
more common among women, such as access to
Q41: In the past 12 months, how many
daycare, may alleviate some of these concerns.
times did you run out of money?
Additional research to better determine gender-specific
financial issues would help target appropriate services.
» It takes careful planning for students to meet their
expenses and manage a limited, often uncertain cash
flow while attending school. The majority (70 percent)
of respondents reported running out of money at
30% 10% 13% 14% 7% 25% least once in the past 12 months. More ominously,
Never One Two Three Four Five or
Time Times Times Times More Times nearly half (46 percent) reported running out of
money three or more times. (Q41)
» Twenty-five percent of respondents reported running
out of money five or more times over the past year.
These students responded at higher rates that they
worry about having enough money to pay for school
(Q47) and at lower rates that they know how they will
Q42: In the past 12 months, how many times did pay for college next semester (Q48).
you borrow money from your family and/or friends?
» For students with access to financial support from
friends and family, social borrowing is fairly common.
More than one third of respondents (39 percent)
reported borrowing money from family and/or friends
three or more times in the past year. (Q42)
34% 12% 15% 12% 6% 21%

Never One Two Three Four Five or
Time Times Times Times More Times
» Students seem to borrow from friends and family when they are uncertain about
paying for college. Respondents who borrowed money from family/friends five or
more times in the past year responded at higher rates that they worry about having
enough money to pay for school (Q47) and at lower rates that they know how they
will pay for college next semester (Q48).
» Owing money can be stressful, to the extent that it
Q67: The amount of total debt (e.g. credit card debt, car
might interfere with academic performance. More loan debt, or money owed to family or friends) I have right
than one third of respondents agreed (20 percent) or now is overwhelming.
strongly agreed (17 percent) that their total debt (e.g.,
credit cards, car loans, student loans, and/or money
owed to family or friends) is overwhelming. (Q67)
» Many students have family responsibilities that
can create or exacerbate financial challenges
17% 20% 19% 22% 10% 12%
while in school. Over a third of respondents agreed
Strongly Agree Neutral Disagree Strongly I Do Not Have
(21 percent) or strongly agreed (17 percent) that it Agree Disagree Other Debt
is important that they support their family financially

while in college. (Q49)
»R
espondents who reported that it is important they Q49: It is important that I
support my family financially
support their family financially while in college were while in college.
more likely to be part-time students and more likely
to be over 25 years of age.
»E
ighteen percent of respondents reported providing
financial support for children, parents, or guardians.
The prevalence of these intergenerational obligations
can inform financial aid policy, especially the federal 17% 21% 30% 21% 11%
needs analysis formula that prohibits the calculation Strongly

Agree
Agree Neutral Disagree Strongly
Disagree
of a negative expected family contribution, and can

suggest important, though sensitive, areas for
advising. (Q36-39)
Q36-39: Do you provide financial
support for any of the following
individuals? Respondents who
answered 'Yes'
18% 18% 12% 9%

A child Your Your Other
or Parent(s) Spouse Family
children or Member
Guardian(s)
Basic Needs Security
A growing body of research has uncovered evidence that an alarming number of

postsecondary students are struggling to meet their basic needs, such as housing and
food.4, 5, 6 While more research is needed to explore the extent to which basic needs
security affects student success, it is reasonable to assume that students who struggle
with basic needs – nutrition, safe shelter, transportation, healthcare, etc. – will have a
more difficult path to earning a degree. Providing and/or connecting resources and
financial education to these students could have a large effect on their success in
college based on random control trials done at similar programs like the ASAP Program
at City University of New York and Cuyahoga County Community College, and in San
Antonio with Project Quest at the Alamo Community College District.7, 8 More research
is needed to fully understand the relative contributions of each feature of these
comprehensive programs and if these interventions are as effective with other
populations, such as part-time students.
Understanding the USDA Six-Point Food Security Scale

Trellis’ Student Financial Wellness Survey uses a six-question scale designed by the United
States Department of Agricultures (USDA) that measures food security within the prior 12
months. Many researchers of food security amongst college students use a more robust
12-question USDA scale and ask students to report within the previous 30 days, instead of
12 months. The six-question scale was chosen to reduce cognitive overload within a survey
that seeks to measure many financial wellness topics in other ways. The 12-month
retrospective was chosen over the 30-day period to provide institutions with an indication
of how many students might struggle with food insecurity at some point during a full year,
regardless of when the SFWS was implemented. The 12-month retrospective is likely to
produce higher levels of low and very low food security than the 30-day. A full description
of the scales used in the SFWS can be found in the methodology section in Appendix A.
Things to know about food insecurity:
» USDA methodology assigns levels of food security to individuals based on how
many affirmative responses they give to certain questions. Under the short-form
survey, individuals who give two to four affirmative responses have “low food
security” and individuals who give five to six affirmative responses have “very
low food security.”9
» While categorical labels are helpful, food insecurity exists on a spectrum, and even the
underlying responses to the survey questions cannot definitively locate individuals
on that spectrum. Rather, more affirmative responses indicate higher odds that an
individual is experiencing greater difficulty maintaining an adequate diet.
» These distinctions are important. Although this report allows readers to look at
both “low food insecurity” and “very low food insecurity,” the emphasis is on those
students reporting “very low food insecurity.”
» More than one third of respondents (36 percent) showed signs of very low food Q72-77: USDA Food
security, “reports of multiple indications of disrupted eating patterns and reduced Security Scale
food intake.”9 (Q72-77)
» Students with very low food security tended to answer at higher rates that they
would have trouble getting $500 in cash or credit in case of an emergency.
» Respondents with very low food security also tended to worry more about having
enough money to pay for school (Q47) and responded at lower rates that they
know how they will pay for college next semester (Q48). 30% 34% 36%
High or Marginal Low Food Very Low Food
» Respondents with very low food security were more likely to say they had used Food Security Security Security
public food assistance in the past year (Q58). Respondents with a history in foster
care or as a dependent of the court (Q105) were associated with higher rates of
very low food security.
» F or more detail on the above figures, please refer to Appendix C: Select
Cross-Tab Analysis.
Understanding the Housing Security
and Homelessness Scales
The Student Financial Wellness Survey incorporates standard housing security and
homelessness measurements commonly used by other researchers studying basic
needs security in order to ensure data validity and facilitate comparisons with findings in
prior research.6 A full description of the scales used in the SFWS can be found in the
methodology section in Appendix A.
Q78-82: Housing Security Scale
Things to know about housing security and homelessness:
» The Wisconsin HOPE lab and other leading researchers in this field define a homeless
person as “a person without a place to live, often residing in a shelter, an automobile,
an abandoned building, or outside,” and housing insecurity as “broader set[s] of
challenges such as the inability to pay rent or utilities or the need to move frequently.”6
» Students are counted as housing insecure if they answered “Yes” to any of the
60% 40% five housing insecurity questions. (Q78-82)
Housing Secure Housing Insecure
»S
tudents are counted as homeless if they answered “Yes” to any of the six
homelessness questions. (Q38-88)
» Forty percent of respondents in the SFWS showed signs of being housing insecure,
Q83-88: Homelessness Scale
and four percent indicated homelessness within the 12 months prior to the survey.
» Respondents who were housing insecure and/or homeless answered at higher rates
that they would have trouble getting $500 in cash or credit in case of an emergency.
»R
espondents with housing insecurity and/or homelessness also responded at higher
rates that they worried more about having enough money to pay for school (Q47) and
at lower rates that they knew how they would pay for college next semester (Q48).
4%
96% » Respondents who were housing insecure and/or homeless had higher rates of
No Indication Housing Insecure
of Homeless being part-time students, over 25 years of age, and having been in foster care
or a dependent of the court.
Paying for College
and Student Debt
Paying for college often involves piecing together money from a variety of sources,
including federal, state, institutional, and private grants, family support, personal income,
savings, and various loan products. Research indicates that half of all students borrow in
their first year of college, and half of the remaining students borrow within six years of
enrolling.10 Colleges that understand how their students are paying the bills, and how
those sources change over time, can take steps to help their students secure and manage
stable funding that enables them to persist to graduation while avoiding financial pitfalls.
» Students use a
Q27-35: Do you use any of the following methods
variety of different
to pay for college? Respondents who answered 'Yes'
sources to pay for
college. Sixty percent
of respondents
reported receiving
grant aid. Both
current employment
7%
and support from 60% 57% 57% 54% 56% 49% 28% 14%
family were used by Pell Grant Support Current Scholarships Personal Student Credit Student Veteren’s
and/or other from my employment savings loan(s) cards loan(s) my benefits
over half (57 percent) grants parents I have parent took
and/or family taken out out
of respondents, and
56 percent reported
using their personal
savings. (Q27-35)
» Alarmingly, more than one quarter (28 percent) of respondents reported using
credit cards to pay for college, a method of payment that comes with more risk
than others and higher interest rates for unpaid balances.
» Forty-nine percent of respondents indicated paying for college with student loans
they took out for themselves, and 16 percent indicated that their parents took out
student loans to help them pay for college. Use of student loans appears to be less
frequent among SFWS respondents when compared to national sources, perhaps
due to the type of schools attended (i.e., fewer attending private colleges), the
snapshot nature of the question, or confusion over the form of aid received.
» Estimating college expenses can be difficult, especially
Q64: I have more student
loan debt than I expected for students who are the first in their families to attend
to have at this point.* college. A large majority of respondents (60 percent)
who borrowed agreed or strongly agreed with the
statement that they had more student loan debt than
they expected at this point. (Q64)
» Many students borrow with no confidence in their
4% ability to repay. Twenty-eight percent of those who
29% 31% 19% 17%
borrowed were not at all confident they would be
Strongly Agree Neutral Disagree Strongly
Agree Disagree able to pay off the debt acquired while they were
a student, and an additional 40 percent were only
somewhat confident. (Q65)
» Informed borrowing is a cornerstone of federal
Q65: How confident are you
that you will be able to pay off student loans. Students who borrow federal loans
the debt acquired while you are required to complete student loan entrance
were a student?*
counseling prior to accessing the funds. Those
with private loans are not required by federal statute
to go through entrance counseling. In this survey,
27 percent of those who indicated having student
loans reported not having taken any counseling that
11% 22% 40% 28% informed them about their student loans, and six
Very
confident
Confident Somewhat Not at all
confident confident
percent did not know if they had. This suggests a
breakdown in loan counseling. (Q66)
Q66: When you first received

your student loan, did you
receive any in-person or online
counseling that informed you
about your student loans?
10%
67% 27%
Yes No I don’t know
» Loan counseling conveys elements of financial education, especially key concepts
like loan terms, interest rates, and repayment options. The financial knowledge scale
used in this survey is a version of the Lusardi three-question scale, augmented to be
more relevant to students in higher education (a full description of the scales used in
the SFWS can be found in the methodology section in Appendix A). Only 28 percent
of respondents answered correctly on all three financial knowledge questions.
However, 82 percent answered at least one correctly. (Q93-95)
»R
espondents who answered more answers correctly on the financial
knowledge scale were more likely to be over 25 years of age and less likely
to be first-generation students.
»H
igh-interest borrowing can be very risky. With a good credit rating, credit card interest
rates can be manageable, but for students with poor credit scores, the interest rate
may be higher, making full payments challenging. Payday and auto title loans also
tend to carry high interest rates and often use predatory marketing to target vulnerable
populations. When students rely on these types of borrowing, they risk getting trapped
in a payment cycle that suctions too much of their income and jeopardizes their
enrollment while doing little to reduce their principal balance owed.
»C
redit card debt is much more common than payday loans and auto title loans.
Forty-one percent of respondents reported borrowing on a credit card in the past
12 months. Five percent reported taking out a pay day loan, and four percent reported
taking out an auto title loan. (Q50-52)
» Of those respondents who had taken out a payday loan, 10 percent borrowed five
or more times in the past year. Of those who had taken out an auto title loan, three
percent borrowed five or more times. Thirty-nine percent of credit card borrowers
reported using credit cards five or more times for something they did not have
money for. (Q53) (Q54) (Q55)
Q93-95: Financial Q53: In the past 12 months,
Knowledge Scale how many times did you use a
credit card for something you
didn't have money for? (n=2272)
17% 22% 32% 28% 23% 15% 15% 8% 39%

Zero One Two Three One Two Three Four Five
questions questions questions questions time times times times or more
correct correct correct correct times
Q50-52: In the past 12 months, Q54: In the past 12 months,

have you used the following how many times did you
borrowing sources? Respondents borrow a payday loan? (n=266)
who answered 'Yes'
5% 4%
41% 44% 10%
Credit Card Pay Day Loan Auto Title Loan One time Five or more times
41
Q55: In the past 12 months, how
many times did you borrow an
auto title loan? (n=196) % OF RESPONDENTS
REPORTED
BORROWING ON A
83% 3%
CREDIT CARD IN THE
One time Five or more times
PAST 12 MONTHS.
Perceptions of
Institutional Support
Student perceptions about how their college understands their financial situation may
contribute to a sense of belonging for students, which has been linked in research to
greater retention through certain high impact practices (e.g., research with faculty,
campus leadership, learning communities).11 Sense of belonging is often shaped by
campus climate and by interactions with staff, faculty, and students. Belonging is often
cited as a component of student retention, though there is less research on how
perceptions of finance affect a sense of belonging.12 (Q7-12)
Q7-12: To what extent do you agree or disagree that your school makes the following items more affordable? All Schools*
52% 26% 43% 14% 42% 25% 31% 30% 28% 50% 22% 32%
Tuition Transportation Required Class Supplies Food Textbooks Housing
Agree/Strongly Agree Disagree/Strongly Disagree *Responses indicating ‘Neutral’ are not shown
» To varying degrees, many respondents reported that their school makes tuition
(52 percent), transportation (43 percent), and required class supplies (42 percent)
more affordable. Fewer respondents thought their school makes food (31 percent)
and housing (22 percent) more affordable. Respondents from community colleges
rated housing lower than their peers attending other types of schools, thus driving
down the overall rating.
»O
ne common complaint of students is that many classes require textbooks that are
too expensive and rarely used. Half of respondents disagreed or strongly disagreed
that their school makes textbooks more affordable.
»R
espondents most commonly reported speaking
Q13: During my time at school, I have spoken with the following
to a financial aid advisor about financial struggles individuals about my financial struggles. (Check all that apply)
(49 percent), followed by academic advisors
(39 percent) and faculty members (23 percent).
Surprisingly – considering how much contact
student affairs staff have with students – only
seven percent of respondents report having spoken
with them about their financial struggles. (Q13) 9% 7%
49% 39% 23% 30%
Financial Academic Faculty Financial Student I have not spoken
aid advisor* advisor* member* coach/ affairs with any of these
counselor* staff* individuals
*Denominator of percentage from respondents who

chose to at least one of the above choices
»S
tudents often interact with faculty more than any other employees of their
Q4: The faculty at my school
institution; however, one third of respondents disagree (22 percent) or strongly
understands my financial
situation. disagree (eight percent) that their school’s faculty understand their financial
situation. Instructors who are empathetic and understanding of financial issues
can contribute to students’ sense of campus belonging and also work with
students to prevent their circumstances from causing academic issues. (Q4)
»R
espondents were split on questions of their school’s attentiveness to their
financial challenges.
11% 26% 34% 22% 8%
» Forty percent agreed or strongly agreed that their school is aware of their financial
Agree Disagree
challenges, but 30 percent disagreed or strongly disagreed. (Q3)
»M
ore than one third of respondents (38 percent) agreed or strongly agreed that
their school actively works to reduce the financial challenges they face, but 30
Q3: My school is aware of the
financial challenges I face.
percent disagreed or strongly disagreed. (Q5)
»R
espondents were more convinced their school has the support services they
need. Two thirds of respondents (67 percent) reported their school has the
support services to help them address their financial situations.
»S
tudents seem to be willing to utilize these support services, with 64 percent
indicating that they would use financial support services if provided. However,
12% 28% 30% 21% 9% many schools report a struggle getting students to attend financial education
Strongly Agree Neutral Disagree Strongly classes, financial coaching, or other financial interventions. The gap between
Agree Disagree
students’ apparent willingness to utilize services and actual participation has
led some schools to use creative marketing to attract students. (Q6)
Q5: My school actively works

to reduce the financial
challenges I face.
12% 26% 33% 21% 9%

Agree Disagree
Q6: I would use financial support

services (such as one-on-one
coaching from a trained expert) if
offered by my school.
23% 41% 24% 10% 3%

Agree Disagree
Conclusion
American higher education has a diversity of institutions comprised of
students with different levels of financial challenges, capacity, and
knowledge. Many colleges are financially tied to the outcomes of their
students, which can be enhanced or undermined by a school’s
attentiveness to student financial wellness. Learning and interacting in
an academic setting requires time and concentration. Financial worries
make learning harder. Institutions that can minimize student financial
stress with cost-effective measures are likely to see improvements in
their student outcomes. Developing programs/interventions, targeting
the right students, and making the best use of scarce resources can
only be helped by using timely data on student financial wellness.
Trellis hopes the Student Financial Wellness Survey will become a tool
that institutions use to further these efforts.
Appendix A: Detailed
Methodology and
Sample Characteristics
Detailed Methodology
The Student Financial Wellness Survey seeks to document the financial well-being and
student success outcomes of post-secondary students in the U.S. Trellis hosted and
delivered the web-based survey in an attempt to ascertain the status of financial wellness
at participating schools, and to understand more about the financial challenges/barriers
facing students, how students view their institutions’ awareness of those challenges/
barriers, and how the challenges/barriers alter how students view/attend college. All
participating institutions receive a school level report of findings with comparison
response groups from their sector.
METHODOLOGY AND CHARACTERISTICS
Post-Secondary Institutional Types Location Enrollment Response Rate
Four-Year Public Institutions - -
Angelo State University San Angelo, TX 8,032 7%
Sam Houston State University Huntsville, TX 17,902 8%
Texas A&M International University Laredo, TX 6,591 12%
Texas A&M University - College Station College Station, TX 50,735 10%
Texas A&M University - Commerce Commerce, TX 13,514 19%
The University of Oklahoma Norman, OK 21,609 9%
West Texas A&M University Canyon, TX 10,000 9%
Community Colleges
Austin Community College System Austin, TX 41,543 9%
Brazosport Community College Lake Jackson, TX 4,315 7%
Palo Alto Community College San Antonio, TX 9,108 14%
Four-Year Private Institutions
Huston-Tillotson University Austin, TX 1,022 9%
Martin Luther College New Ulm, MN 859 48%
Total 185,173 11%
In order to deliver the survey to students, participating institutions provided Trellis
contact information and select demographics (to allow assessment of representativeness)
of study participants. Participants in the SFWS are asked to consent to having additional
select student-level records (e.g., enrollment patterns, major, student loan receipt)
released by their institution for matching with their survey responses. Data from this
match are used in comparison with survey responses to see if there are patterns that may
help schools operationally and for testing response bias in the data set. Non-consent
to records release did not result in expulsion from the study. For those students who
consented to a records match, their institution provided the data match after the survey
implementation period ended. Participating institutions with enrollments above 10,000
students were allowed to randomly sample 5,000 of their students or provide their entire
population. Institutions with enrollments lower than 10,000 included all students in the
survey population.
To maximize student responses, Trellis contributed 25, $100 Amazon gift cards and
randomly awarded them to 25 study participants. Institutions were encouraged to
supplement the survey-wide incentive offered by Trellis with their own incentives where
possible. Five institutions chose to offer their own incentives to be awarded randomly
to study participants at their institutions. For survey-wide incentives provided by Trellis,
Trellis randomly chose incentive winners, contacted the incentive winners and disbursed
the incentives. For institutional incentives, Trellis randomly chose incentive winners and
provided institutions with contact information to disburse the incentives. Participants who
withdrew from the survey before completion were still eligible for the incentive drawing.
Survey response data and student-level records are stored on password protected Trellis
servers, and are accessible only from computers connected to Trellis’ internal network.
64
Only authorized Trellis researchers have access to the data. At no time did or will anyone
from the participating institution have access to the student-level responses. This survey
excluded individuals who were vulnerable or susceptible to coercion or undue influence.
This study excluded the following special populations of subjects: prisoners, minors
(infants, children, or teenagers under the age of 18), and adults unable to consent.
%
Data were deidentified in order to create a dataset for analysis. In most instances, reports OF RESPONDENTS
primarily consist of descriptive statistics, however, additional exploratory data analysis REPORTED THEY
was conducted in order to identify trends among groups of respondents and answer
the research questions. Analyses conducted include, use of Pearson’s chi-square tests, WOULD USE
Fisher’s Exact Test, ANOVA’s, Pairwise-t-tests, Tukey’s HSD, and reliability tests to
construct and validate indexes contained within the survey instrument. All data is
FINANCIAL
reported in aggregate form only and reported data does not identify individual institutions
other outside of confidential institution level reports. The SFWS does not include attention
SUPPORT
checks, as recent research has pointed to unforeseen effects to data quality, including
demographic bias and cognitive overload.13 During the Analysis Phase, those participants
SERVICES
IF OFFERED.
with extreme patterns of response were considered for removal from the data set.
Indices Used
USDA 6-pt Food Security Scale: Trellis’ Student Financial Wellness Survey uses a six-
question scale designed by the United States Department of Agricultures (USDA) that
measures food security within the prior 12 months.9 Many researchers of food security
amongst college students use a more robust twelve-question USDA scale and ask
students to report within the previous 30 days, instead of the 12 months. The six-question
scale was chosen to reduce cognitive overload within a survey that seeks to measure
many financial wellness topics in other ways. The 12-month retrospective was chosen
over the 30-day period to provide institutions with an indication of how many students
might struggle with food insecurity at some point during a full year, regardless of when
the SFWS was implemented. The 12-month retrospective is likely to produce higher levels
of low and very low food security than the 30-day.
» Food Security Scale Questions
— Q72. The food that I bought just didn’t last and I didn’t have money to get more.
— Q73. I couldn’t afford to eat balanced meals.
— Q74. In the last 12 months, did you ever cut the size of your meals or skip meals
because there wasn’t enough money for food?
— Q75. How often did this happen?
— Q76. In the last 12 months, did you ever eat less than you felt you should
because there wasn’t enough money for food?
— Q77. In the last 12 months, were you ever hungry but didn’t eat because there
wasn’t enough food?
»R
espondents who provided an answer to any of the items on the Food Insecurity
Scale were included for analysis. Responses of “often” or “sometimes” on questions
72 and 73, and “yes” on 74, 76, and 77 are coded as affirmative (yes). Responses of
“almost every month” and “some months but not every month” on 75 are coded
were coded as affirmative (yes).
» The sum of affirmative responses to the six questions in the module is the
household’s raw score on the scale.
— Raw score 0 – 1 : High or marginal Given that higher scores equate to lower
levels of food security
— Raw score 2-4: Low food security
— Raw score 5-6: Very low food security
Housing Security and Homelessness Scales: The Student Financial Wellness Survey
incorporates standard housing security and homelessness measurements commonly
used by other researchers studying basic needs security in order to ensure data validity
and facilitate comparisons with findings in prior research.6
» Housing Security Scale Questions
— Q78: I had difficulty paying for my rent.
— Q79: I didn’t pay the full amount of my rent.
— Q80: I moved 2 or more times.
— Q81: I doubled up or took a roommate to save money.
— Q82: I moved in with other people due to financial problems.
»R
espondents who provided an answer to any of the items on the Housing Security
Scale were included for analysis.
»R
espondents are counted as housing insecure if they answered “Yes” to any of the
five housing insecurity questions.
» Homelessness Scale Questions
— Q83: I was thrown out of my home.
— Q84: I was evicted from my home.
— Q85: I stayed in a shelter.
— Q86: I stayed in an abandoned building.
— Q87: I didn’t know where I would sleep at night.
— Q88: I didn’t have a home.
»R
espondents who provided an answer to any of the items on the Homelessness
Scale were included for analysis.
»R
espondents are counted as housing insecure if they answered “Yes” to any of the
six homelessness questions
Financial Knowledge Scale: The financial knowledge scale used in this survey is a
version of the Lusardi and Mitchell three-question scale, augmented to be more relevant
to students in higher education.15
» Financial Knowledge
— Q93: Imagine that the interest rate on your savings account is 1% per year and
inflation is 2% per year. After 1 year, would you be able to buy more than today,
exactly the same as today, or less than today with the money in this account?
— Q94: Suppose you have $100 in a savings account and the interest rate was 2%
per year. After 5 years, how much would you have in the account if you left the
money to grow? Q70: There is no excuse for borrowing money.
— Q95: Suppose you borrowed $5,000 to help cover college expenses for the
coming year. You can choose to repay this loan over 10 years, 20 years, or 30
years. Which of these repayments options will cost you the least amount of
money over the length of the repayment period?
»R
espondents who provided an answer for all items on the financial knowledge
scale were included for analysis. Correct answers for each question are totaled for
the scale value.
Net Promoter Score: The SFWS includes a customer satisfaction rating for institutions to
benchmark future work and to better understand how students perceive their institution.
Trellis collected the information with a scale that allows a Net Promoter Score (NPS) to
be calculated. NPS is a research-based method to benchmark and compare customer
satisfaction ratings across different services, businesses, and products.16
» Net Promoter Score Question
— Q21: How likely is it that you would recommend your school to a friend or
family member?
»N
PS uses a 0-10 scale. Respondents who choose 9-10 are considered promoters,
7-8 are passives, and 0-6 are detractors. The NPS is calculated by subtracting the
percentage of respondents who are detractors (0-6) from the percentage who are
promoters (9-10).
»A
positive NPS (>0) is generally considered good, and the very highest performers
usually score between 50 and 80
Sample Characteristics and Representativeness SURVEY METRICS
The survey population consisted of 53,693 students across sectors, of which 6,026 FOR ALL SCHOOLS
responded for a response rate of 11%. Tests for representation were conducted using
Chi-Sq comparing respondents and non-respondents, and indicated sampling bias for
SURVEY POPULATION
some groups. The original population was 66.3% full-time students (N=35586) and 33.7% 53,693 STUDENTS
part-time students (N=18107) which was different from the pattern observed in the
survey sample with 72.3% of the sample identified as full-time students (n=4354) and
27.8% identified as part time (n=1672). Tests for representativeness indicated a significant RESPONSES
6,026 STUDENTS
difference between responders and non-responders (p=<.0001). Generalization may
be limited across full-time/part-time status. Distribution of students in terms of credits
earned, however, was similar to the population and tests indicated no significant RESPONSE
difference between respondents and non-respondents (p=.063). RATE 11%
The ethnic and racial composition of the sample was also found to be different
from the population and significant differences were observed between those who COMPLETION
responded and those who did not (p=.01). For analysis, ethnic and racial categories in the RATE 88%
population were collapsed into standardized groupings based on prevailing categories
in the aggregate sample. Categories were constructed based on National Institutes of MEDIAN TIME SPENT
Health (NIH) categories with the “Asian” and “Native Hawaiian or Other Pacific Islander” 13 MINUTES
categories combined due to collapsing of these categories at the school level, and an
additional category of International added. This resulted in eight categories (White/Non-
Hispanic, American Indian/Alaskan Native, Asian, Hawaiian, or Other Pacific Islander,
Black/African American, Hispanic/Latino, International, Multiple and Not Reported). The
population was 0.7% American Indian/Alaskan Native (N=399), 3.1% Asian, Hawaiian, or
Other Pacific Islander (N=1667), 7.4% Black/African American (N=3952), 17.8% Hispanic/
Latino (N=9565), 1.5% International (N=796), 2.5% Multiple (N=1364), and 35.2% not
reported (N=18907). The survey sample, which exhibited a different composition, was
0.6% American Indian/Alaskan Native (n=35), 3.6% Asian, Hawaiian, or Other Pacific
Islander (n=216), 6.9% Black/African American (n=415), 18.4% Hispanic/Latino (n=1110),
1.4% International (n=86), 2.6% Multiple (n=158), 32.8% White (n=1978), and 33.7% not
reported (n=2028). Lack of representation for those in some ethnic/racial categories limits
the ability to draw conclusions for those groups.
The sample was also found to be significantly different than the population for gender.
The population was 49.5% female (N=26559) and 37.9% male (N=20364) with the
remaining portion of the sample unreported. The sample skewed female with 62.1% of
respondents being female (n=3741) and only 27.4% male (n=1652). Tests for representation
indicated that there is a significant difference between responders and non-responders
in regard to gender (p=<.0001). While over representation of females is common, tests
indicate that females and males responded differently. Given that tests indicated an over-
representation of female students, differences in response patterns, and the challenges
presented by the sample size, caution should be applied to generalization of the survey
results, however, generalization to groups with adequate representation is possible.
Age distribution was also found to be different among the sample (μ=23.7), and
population (M=22.9). Tests indicated that there were significant differences between
those who responded and those who did not (p=<.0001). Tests indicated the potential for
the presence of age based response bias. As with gender, caution should be applied to
generalization of the survey results, however, it is possible to generalize to specific
age groups with adequate representation.
Patterns of response were analyzed at the aggregate level in order to determine if low
quality responses (i.e., response patterns that indicate a lack of attention) were skewing
the data. While there were a number of instances of highly consistent response patterns
on scales for neutral answer options, there was no such pattern for either of the extreme
answer options. On average respondents chose a neutral response 26% of the time and
75% of respondents chose neutral 34% of the time or less. This procedure flagged less
than 1% of records as potential outliers. The nature of the questions asked by the Student
Financial Wellness Survey result in “Neutral” being a valid response in each case it was
made available. Additionally, many of the survey items with neutral response options are
part of indices or grouped questions for which consistent patterns of response would
be expected. Given the minimal impact and the potential of suppressing valid responses,
these responses were retained.
SURVEY CHARACTERISTICS
Characteristic Population (N=53,693) Respondents (n=6,026)
Race/Ethnicity - -
American Indian/Alaskan Native 0.7% 0.6%
Asian, Hawaiian, or Other Pacific Islander 3% 4%
Black/African American 7% 7%
Hispanic/Latino 18% 18%
International 1% 1%
Multiple 3% 3%
White 32% 33%
Gender
Female 49% 62%
Male 38% 27%
Enrollment Intensity
Full-time 66% 72%
Part-time 34% 28%
Class Year
1st (<30 credits earned) 40% 41%
2nd (0-30 credits earned) 24% 25%
3rd (0-30 credits earned) 18% 18%
Age
Average Age 22.9 23.7
Appendix B: Survey Questions
and Responses
Q2: My school has the support Q6: I would use financial support
services to help me address my services (such as one-on-one
financial situation. coaching from a trained expert)
if offered by my school.
Strongly Agree 24%
Agree 43% Strongly Agree 23%
Neutral 21% Agree 41%
Disagree 7% Neutral 24%
Strongly Disagree 4% Disagree 10%
n=6022 Strongly Disagree 3%

n=5999
Q3: My school is aware of the financial
challenges I face. Q7: Tuition - To what extent do you
agree or disagree that your
Strongly Agree 12% school makes the following
Agree 28% items more affordable?
Neutral 30%
Strongly Agree 18%
Disagree 21%
Agree 34%
Strongly Disagree 9%
Neutral 22%
n=6010
Disagree 17%
Q4: The faculty at my school
understands my financial situation. n=6014
Strongly Agree 11% Q8: Housing - To what extent do

Agree 26% you agree or disagree that your
Neutral 34% school makes the following items
more affordable?
Disagree 22%
Strongly Disagree 8% Strongly Agree 7%
n=6002 Agree 15%
Neutral 46%
Q5: My school actively works to reduce
Disagree 21%
the financial challenges I face.
Strongly Agree 12% n=5985
Agree 26%
Neutral 33%
Disagree 21%
n=5991
Q9: Food - To what extent do you Q12: Required Class Supplies - To what
agree or disagree that your extent do you agree or disagree
school makes the following that your school makes the
items more affordable? following items more affordable?
Strongly Agree 8% Strongly Agree 11%

Agree 23% Agree 31%
Neutral 39% Neutral 33%
Disagree 20% Disagree 17%
Strongly Disagree 10% Strongly Disagree 9%
n=5988 n=5986
Q10: Transportation - To what extent Q13: During my time at school, I have

do you agree or disagree that your spoken with the following
school makes the following items individuals about my financial
more affordable? struggles. (Check all that apply)
Strongly Agree 15% Financial Aid Advisor* 49%

Agree 28% Academic Advisor* 39%
Neutral 43% Faculty Member* 23%
Disagree 9% Financial Coach/Counselor* 9%
Strongly Disagree 5% Student Affairs Staff* 7%
n=5968 I Have Not Spoken
with Any of These Individuals* 30%
Q11: Textbooks - To what extent do *Percentage indicate respondents who chose
at least one of the above choices
you agree or disagree that your
school makes the following items
more affordable? Q15: My Parents - I am comfortable
discussing my financial situation
Strongly Agree 9% with the following people.
Agree 19%
Strongly Agree 56%
Neutral 22%
Agree 26%
Disagree 30%
Neutral 8%
Disagree 5%
n=5995
n=5870
Q16: Other Family - I am comfortable Q20: Other Students - I am comfortable
discussing my financial situation discussing my financial situation
with the following people. with the following people.

Agree 32% Agree 12%
n=5847 n=5794
Q17: Friends - I am comfortable Q21: How likely is it that you would

discussing my financial situation recommend your school to a
with the following people. friend or family member?
Strongly Agree 17% 0 (Not at All Likely) 1%

Agree 39% 1 0%
Neutral 23% 2 1%
Disagree 15% 3 1%
Strongly Disagree 7% 4 2%
n=5853 5 6%
6 8%
Q18: School Staff - I am comfortable 7 15%
discussing my financial situation
8 19%
with the following people.
9 12%
Strongly Agree 11% 10 (Very Likely) 34%
Agree 34% n=5878
Neutral 31%
Disagree 18% Q21 (Net Promoter Score Conversion):
How likely is it that you would
recommend your school to a
n=5856
friend or family member?
Q19: Faculty - I am comfortable Promoters (Score 9-10) 47%

discussing my financial situation Passives (Score 7-8) 34%
with the following people.
Detractors (Score 0-6) 19%
Strongly Agree 11% Net Promoter Score (NPS)* 27.71
Agree 31% n=5878
Neutral 32%
Disagree 20%
n=5835
Q22: Compared with others at my Q26: Do you work for pay?
school, I would describe my
financial situation as _________. Yes 66%
No 30%
Better 31%
I Don’t Know 3%
Worse 28%
n=5726
The Same 17%
I Don’t Know 24% Q27: Student Loan(s) I Have Taken Out
n=4393 for Myself - Do you use any
of the following methods to pay
Q23: My friends at school and I for college?
tell each other about our
Yes 49%
financial problems.
No 49%
Strongly Agree 8% I Don’t Know 2%
Agree 32% n=5689
Neutral 24%
Disagree 25% Q28: Student Loan(s) My Parents
Strongly Disagree 11% Took Out - Do you use any of
the following methods to pay
n=5804
for college?
Q24: I feel that on average I work at Yes 14%

my job more than my peers.
No 83%
Strongly Agree 17% I Don’t Know 3%
Agree 24% n=5573
Neutral 33%
Q29: Pell Grant and/or Other Grants -
Disagree 19%
Do you use any of the following
Strongly Disagree 7% methods to pay for college?
n=5804
Yes 60%
Q25: I feel that I have more financial No 36%
challenges than my peers. I Don’t Know 3%
n=5682
Strongly Agree 14%
Agree 25%
Q30: Scholarships - Do you use any
Neutral 30% of the following methods to
Disagree 24% pay for college?
Yes 54%
n=5810
No 44%
I Don’t Know 2%
n=5645
Q31: Current Employment - Do you use Q36: Your Spouse - Do you provide
any of the following methods to financial support for any of the
pay for college? following individuals?
Yes 57% Yes 12%

No 41% No 87%
I Don’t Know 1% I Don’t Know 1%
n=5676 n=5724
Q32: Personal Savings - Do you use Q37: A Child or Children - Do you

any of the following methods to provide financial support for any
pay for college? of the following individuals?
Yes 56% Yes 15%

No 42% No 85%
n=5658 n=5714
Q33: Credit Cards - Do you use any Q38: Your Parent(s) or Guardian(s) - Do
of the following methods to you provide financial support for
pay for college? any of the following individuals?
Yes 28% Yes 18%

No 70% No 81%
n=5594 n=5714
Q34: Support From My Parents Q39: Other Family Members - Do you

and/or Family - Do you use any provide financial support for any
of the following methods to pay of the following individuals?
for college?
Yes 9%
Yes 57% No 90%
No 42% I Don’t Know 1%
I Don’t Know 1% n=5700
n=5650
Q40: Would you have trouble getting
Q35: Veteran’s Benefits - Do you use $500 in cash or credit in order to
any of the following methods to meet an unexpected need within
pay for college? the next month?
Yes 7% Yes 57%

No 92% No 33%
n=5564 n=5636
Q41: In the past 12 months, how many Q45: I have the ability to manage my
times did you run out of money? finances well.
Never 30% Strongly Agree 18%

One time 10% Agree 42%
Two Times 13% Neutral 27%
Three Times 14% Disagree 11%
Four Times 7% Strongly Disagree 2%
Five or More Times 25% n=5630
n=5640
Q46: I worry about being able to pay
Q42: In the past 12 months, how many my current monthly expenses.
times did you borrow money from
Strongly Agree 15%
your family and/or friends?
Agree 31%
Never 34% Neutral 24%
One time 12% Disagree 23%
Two Times 15% Strongly Disagree 7%
Three Times 12% n=5633
Four Times 6%
Five or More Times 21% Q47: I worry about having enough
n=5637 money to pay for school.
Strongly Agree 33%

Q43: I always pay my bills on time.
Agree 31%
Strongly Agree 36% Neutral 14%
Agree 37% Disagree 14%
Neutral 18% Strongly Disagree 7%
Disagree 7% n=5624
n=5638 Q48: I know how I will pay for college
next semester.
Q44: I follow a weekly
Strongly Agree 16%
or monthly budget.
Agree 34%
Strongly Agree 17% Neutral 23%
Agree 33% Disagree 18%
Neutral 25% Strongly Disagree 9%
Disagree 20% n=5615
n=5637
Q49: It is important that I support my Q53: In the past 12 months, how
family financially while in college. many times did you use a credit
card for something you didn’t
Strongly Agree 17% have money for?
Agree 21%
Never 0%
Neutral 30%
One time 23%
Disagree 21%
Two Times 15%
Three Times 15%
n=5609
Four Times 8%
Q50: Credit Card - In the past 12 Five or More Times 39%
months, have you used the n=2272
following borrowing sources?
Yes 41%
many times did you borrow
No 57% a payday loan?
I Don’t Know 2%
Never 0%
n=5567
One time 44%
Q51: Pay Day Loan - In the past 12 Two Times 27%
months, have you used the Three Times 13%
following borrowing sources? Four Times 6%
Yes 5% Five or More Times 10%
No 92% n=266
I Don’t Know 3%
n=5489
many times did you borrow
an auto title loan?
Q52: Auto Title Loan - In the past 12
months, have you used the Never 0%
following borrowing sources? One time 83%
Yes 4% Two Times 10%
No 93% Three Times 4%
I Don’t Know 3% Four Times 1%
n=5454 Five or More Times 3%

n=196
Q56: I always pay my credit card Q60: Utility Assistance - In the past
bill on time. 12 months, have you used public
assistance in the following areas?
Strongly Agree 30%
Agree 24% Yes 3%
Neutral 39% No 95%
Disagree 4% I Don’t Know 2%
Strongly Disagree 3% n=5559
n=5537
Q61: Medical Assistance - In the past
12 months, have you used public
Q57: I fully pay off my credit card
balance each month.
Yes 13%
Strongly Agree 17%
No 85%
Agree 15%
I Don’t Know 3%
Neutral 41%
n=5565
Disagree 15%
Q62: Child Care Assistance - In the past
n=5523 12 months, have you used public
Q58: Food Assistance - In the past 12
months, have you used public Yes 2%
assistance in the following areas? No 96%
I Don’t Know 1%
Yes 11%
n=5554
No 86%
I Don’t Know 3%
Q63: How much student loan money
n=5581 have you borrowed up to this
point in time? Please include
Q59: Housing Assistance - In the past the entire amount you have
12 months, have you used public borrowed, from all the
assistance in the following areas? institutions you have attended.
Yes 4% $0 - $500 2%
No 94% $501 - $2,000 5%
I Don’t Know 2% $2,001 - $5,000 17%
n=5570 $5,001 - $10,000 23%
$10,001 - $25,000 32%
$25,001 - $50,000 16%
$50,001 or above 5%
n=1933
Q64: I have more student loan debt Q67: The amount of total debt (e.g.,
than I expected to have at this credit card debt, car loan debt, or
point. (of respondents with a money owed to family or friends) I
student loan) have right now is overwhelming.

Agree 31% Agree 20%
n=2604 I Do Not Have Other Debt 12%
n=5471
Q65: How confident are you that you
will be able to pay off the debt Q68: You should always save up first
acquired while you were a before buying something.
student? (of respondents with
a student loan) Strongly Agree 41%
Agree 46%
Very Confident 11%
Neutral 10%
Confident 22%
Disagree 2%
Somewhat Confident 40%
Not At All Confident 28%
n=5442
n=2604
Q69: Owing money is basically wrong.

Q66: When you first received your
student loan, did you receive any Strongly Agree 10%
in-person or online counseling
Agree 23%
that informed you about your
student loans? (of respondents Neutral 30%
with a student loan) Disagree 31%
Yes 67%
n=77
No 27%
I Don’t Know 6% Q70: There is no excuse for
n=2609 borrowing money.
Strongly Agree 3%
Agree 6%
Neutral 25%
Disagree 49%
n=5447
Q71. I think it is ok to borrow money Q75: How often did this happen? (of
to pay for education. respondents who skipped meals)
Strongly Agree 0% Every Month 26%

Agree 52% Some Months But Not Every Month 48%
Neutral 20% In Only 1 or 2 Months 26%
Disagree 6% n=2406
n=5452 Q76: In the last 12 months, did you
ever eat less than you felt you
should because there wasn’t
Q72-77: Six Question USDA Food
enough money for food?
Security Scale
Yes 42%
High or Marginal Food Security 30%
No 58%
Low Food Security 34%
n=5414
Very Low Food Security 36%
n=4230
Q77: In the last 12 months, were you
ever hungry but didn’t eat because
Q72: The food that I bought just there wasn’t enough food?
didn’t last and I didn’t have
money to get more. Yes 32%
No 68%
Often 11%
n=5415
Sometimes 38%
Never True 51%
n=5402
Housing Secure 60%
Q73: I couldn’t afford to eat Housing Insecure 40%
balanced meals.
n=5388
Often 20%
Q78: I had difficulty paying for my rent.
Sometimes 34%
Never True 45% True 23%
n=5377 False 68%
I Don’t Know 10%
Q74: In the last 12 months, did you ever
n=6290
cut the size of your meals or
skip meals because there wasn’t
Q79: I didn’t pay the full amount
enough money for food?
of my rent.
Yes 45%
True 8%
No 55%
False 84%
n=5406
I Don’t Know 8%
n=5381
Q80: I moved 2 or more times. Q85: I stayed in a shelter.
True 8% True 1%
False 87% False 98%
n=5370 n=5376
Q81: I doubled up or took a roommate Q86: I stayed in an abandoned building.

to save money.
True 0%
True 18% False 98%
False 76% I Don’t Know 2%
n=5371
Q87: I didn’t know where I would
Q82: I moved in with other people sleep at night.
due to financial problems.
True 1%
True 13% False 97%
False 81% I Don’t Know 2%
n=5365
Q88: I didn’t have a home.
True 2%
No Indication of Homelessness 96% False 96%
Homeless 4% I Don’t Know 2%
n=5387
n=5375
Q83: I was thrown out of my home.

Q89: How many hours do you spend in
True 2%
a typical 7-day week commuting
to and from campus?
False 96%
I Don’t Know 2% Less Than 1 Hour 25%
n=5382 1-3 Hours 26%
3-6 Hours 16%
Q84: I was evicted from my home. 6-9 Hours 6%
True 1% More Than 9 Hours 4%
False 97% I Do Not Have A Commute 23%
n=5377
Q90: Do you have a car? Q93: Imagine that the interest rate on
your savings account is 1% per
Yes 79% year and inflation is 2% per year.
No 17% After 1 year, would you be able to
Sometimes 3% buy more than today, exactly the
same as today, or less than today
n=5388
with the money in this account?
Q91: How reliable would you say your car More Than Today 11%
is? (of respondents who have a car)
Exactly The Same As Today 14%
Very Reliable 38% Less Than Today (correct answer) 41%
Reliable 44% I Don’t Know 34%
Somewhat Reliable 16%
Q94: Suppose you have $100 in a
Not At All Reliable 1%
savings account and the interest
n=4271 rate was 2% per year. After 5
years, how much would you have
Q92: Do you routinely use public in the account if you left the
transportation to get to school? money to grow?
Yes 11% More Than $102 (correct answer) 65%

No 83% Exactly $102 6%
Sometimes 6% Less Than $102 5%
n=5389 I Don’t Know 23%
n=5332
Q93-95: Financial Knowledge Scale
Q95: Suppose you borrowed $5,000 to
Zero Questions Correct 17%
help cover college expenses for
One Question Correct 22% the coming year. You can choose
Two Questions Correct 32% to repay this loan over 10 years,
Three Questions Correct 28% 20 years, or 30 years. Which of
these repayments options will
n=5348
cost you the least amount of
money over the length of the
repayment period?
10-Year (correct answer) 66%

20-Year 4%
30-Year 12%
I Don’t Know 18%
n=5339
Q96: Which gender do you identify as? Q106: Based on your course load,
which of the following would
Female 69% describe you as a student?
Male 30%
I Am a Part-Time Student 16%
Self Identify 1%
I Am a Full-Time Student 83%
n=5278
I Don’t Know 1%
Q100. What is your age? n=5326
Under 25 years of age 97% Q107: What is the highest level of

25 years of age or older 3% education you expect to complete?
n=5,307
High School Diploma or GED 8%
Associate’s Degree or Certificate 8%
Q101: Are you the first person in your
immediate family to attend college? Bachelor’s Degree 41%
Master’s Degree 28%
Yes 36%
Doctoral or Professional Degree 15%
No 63%
n=5330
I Don’t Know 0%
n=5289 Q108: Is this your first college?
Q102: Are you a current or former Yes 55%

member of the U.S. Armed Forces, No 44%
Reserves, or National Guard? I Don’t Know 0%
Yes 4% n=5306
No 96%
n=5330
Q109. Do you plan on transferring from
Q103: Are you a citizen of the United your school to another institution
States of America? in the future?
Yes 94% Yes 28%
No 6% No 59%
n=5311 I Don’t Know 13%

n=5310
Q105: At any time since you turned 13,
were you in foster care or were Q110: During the school year, about
you a dependent of the court? how many hours do you spend
in a typical 7-day week working
Yes 1% for pay?
No 98%
Less than 20 hours 70%
I Don’t Know 1%
20-40 hours 24%
n=5316
Over 40 hours 5%
n=6026
Q111: If your work hours have changed Q113: Are you a dependent or
in the past year, what was the main independent student?
reason? (Check all that apply)
Dependent 50%
To Accommodate Change Independent 41%
in My Course Requirements 51%
I Don’t Know 9%
To Make More Money to
Pay My Expenses 34% n=5300
My Employer Changed My
Work Schedule 16% Q114: About how many hours do you
My Work Schedule Has spend in a typical 7-day week
Not Changed 24% providing care for dependents
n=3435 (children, parents, etc.)?
Less than 20 hours 61%

Q112: Compared with others, I would
describe my family’s financial 20-40 hours 14%
situation as _____. Over 40 hours 25%
n=1223
Better 26%
The Same 34%
Worse 21%
I Don’t Know 18%
n=3916
Appendix C:
Select Crosstab Analysis Tables
Exploratory data analysis was conducted in order to identify trends among groups of
respondents and answer the research questions. Relationships between variables were
tested for association using Pearson’s Chi-Square tests, and, when expected cell counts
were less than five, Fisher’s Exact Test, with the alpha level set at a minimum threshold of
.05 (a=.05) for all comparisons. Selected significant results are included in this appendix.
Additional post-hoc tests were run on a variety of items identified as significant through
overall tests. Selected post-hoc tests with significant results, including tests for first-
generation students’ performance on the financial knowledge scale, the relationship
between worry about paying for school and food insecurity, the relationship between
full-time and part-time status and financial support of immediate family, the relationship
between receipt of food assistance and housing insecurity, and the relationship between
previously being in foster care and housing insecurity. Tests were run using a one-way
ANOVA and Tukey’s HSD for pairwise comparisons with all alpha levels set at a minimum
threshold of .05 (a=.05). Homogeneity of variance was assessed using the Levene Test for
Equality of Variances.
The following tests for association were run using Pearson’s Chi-Square tests, and when expected cell
counts were less than five, Fisher’s Exact Test using a Monte Carlo simulation of 20,000 instances, with the
alpha level set at a minimum threshold of .05 (a=.05).
Q40: Would you have trouble getting $500 in cash or credit in order to meet an
unexpected need within the next month?
Q47: I worry about having enough money to pay for school.
Q47 Agree/Strongly Agree Q47 Neutral Q47 Disagree/Strongly Disagree
Q40: Yes (n=3,205) 76% 12% 11%
Q40: No (n=1,873) 44% 14% 41%
Q40: I Don’t Know (n=533) 61% 25% 14%
**Statistically significant result at the p<.01 level.
Q48: I know how I will pay for college next semester.
Q40: Yes (n=3,201) 40% 26% 34%
Q40: No (n=1,868) 68% 17% 15%
Q40: I Don’t Know (n=533) 48% 32% 21%
Q41: In the past 12 months, how many times did you run out of money?
Q41: 5 or more times (n=1,428) 78% 11% 11%
Q41: 1-4 times (n=2,481) 69% 14% 17%
Q41: Never (n=1,706) 46% 16% 38%
Q41: In the past 12 months, how many times did you run out of money?
Q41: 5 or more times (n=1,427) 36% 26% 38%
Q41: 1-4 times (n=2,480) 47% 26% 27%
Q41: Never (n=1,699) 66% 18% 16%
Q42: In the past 12 months, how many times did you borrow money from your
family and/or friends?
Q42: 5 or more times (n=1,198) 76% 12% 12%
Q42: 1-4 times (n=2,488) 69% 14% 16%
Q42: Never (n=1,927) 51% 15% 34%
Q42: In the past 12 months, how many times did you borrow money from your
family and/or friends?
Q42: 5 or more times (n=1,194) 39% 25% 36%
Q42: 1-4 times (n=2,489) 47% 25% 28%
Q42: Never (n=1,922) 61% 20% 19%

Male Female
Q47: Agree/Strongly Agree (n=3,617) 24% 65%
Q47: Neutral (n=797) 30% 61%
Q47: Disagree/Strongly Disagree (n=1,210) 36% 54%
Male Female
Q48: Neutral (n=1,317) 25% 65%
Q49: It is important that I support my family financially while in college.

Full-Time Part-Time
Q49: Neutral (n=1,702) 78% 22%

Under 25 Years of Age Over 25 Years of Age
Q49: Neutral (n=1,702) 85% 15%
Q72-77: USDA Food Security Scale

Q40: Would you have trouble getting $500 in cash or credit in order to meet
an unexpected need within the next month?
Q40 Yes Q40 No Q40 I Don’t Know
High Food Security (n=887) 53% 36% 12%
Low Food Security (n=1,431) 65% 24% 11%
Very Low Food Security (n=1,524) 81% 13% 6%


Q58: Food Assistance - In the past 12 months, have you used public assistance
in the following areas?
Q58: Yes Q58: No Q58: I Don’t Know

Q105: At any time since you turned 13, were you in foster care or were you a
dependent of the court?
High Food Security (n=653) 0.3% 98% 2%
Low Food Security (n=1,398) 0.9% 98% 1%
Very Low Food Security (n=1,505) 2% 97% 0.8%
*Statistically significant result at the p<.05 level.

Housing Insecure (n=2,131) 69% 23% 8%
Housing Secure (n=3,245) 49% 41% 10%

Housing Secure (n=3,241) 58% 16% 27%
Housing Secure (n=3,234) 55% 23% 22%

Housing Secure (n=3,248) 8% 89% 3%

*Statistically significant result at the p<.05 level.

Housing Insecure (n=2,136) 70% 30%
Housing Secure (n=3,252) 77% 23%

Homeless (n=217) 76% 19% 6%
No Indication of Homelessness (n=5,159) 56% 34% 10%

Homeless (n=216) 75% 14% 10%
Homeless (n=215) 36% 27% 36%

Homeless (n=217) 26% 69% 5%

Homeless (n=212) 7% 91% 3%
Note: Uses Fisher’s Exact Test due to low cell counts. **Statistically significant result at the p<.01 level.

Homeless (n=217) 68% 32%
No Indication of Homelessness (n=5,170) 75% 25%

Zero Questions Correct (n=910) 84% 16%
One Question Correct (n=1,198) 79% 21%
Two Questions Correct (n=1,728) 73% 27%
Three Questions Correct (n=1,512) 67% 33%
Q101: Are you the first person in your immediate family to attend college?
Zero Questions Correct (n=907) 43% 55% 2%
One Question Correct (n=1,194) 43% 56% 1%
Two Questions Correct (n=1,723) 34% 65% 1%
Three Questions Correct (n=1,506) 28% 71% 0%
Male Female
Q40: Yes (n=3,206) 22% 67%
Q40: No (n=1,874) 36% 54%
Q40: I Don’t Know (n=533) 28% 61%

Male Female
Q47: Neutral (n=727) 33% 67%
Male Female
Q48: Neutral (n=1,185) 24% 73%
The following tests were run using a one-way ANOVA and Tukey’s HSD with all alpha
levels set at a minimum threshold of .05 (a=.05). Homogeneity of variance was run using
the Levene Test for Equality of Variances.

Q101: Are you the first person in your immediate family to attend college?
Finding: First-generation students scored significantly worse on the Financial Knowledge Scale.
**Statistically significant result at the p<.01 level
Zero Questions Correct (n=907) 43% 55% 2%
One Question Correct (n=1,194) 43% 56% 1%
Two Questions Correct (n=1,723) 34% 65% 1%
Three Questions Correct (n=1,506) 28% 71% 0%

Finding: Those who strongly agreed/agreed that they worry about having enough money to pay
for school were significantly more likely to be food insecure than those who were neutral and those
who disagree/strongly disagreed. **Statistically significant result at the p<.01 level

Finding: Part-time students were significantly more likely to say that it is important that they
support their family financially while in college. **Statistically significant result at the p<.01 level
Full-Time Part-Time
Q49: Neutral (n=1,702) 78% 22%

Finding: Those who reported receiving public food assistance in the past year were significantly
more likely to be housing insecure. **Statistically significant result at the p<.01 level

Finding: Those who had previously been in foster care or a dependent of the court were
significantly more likely to be housing insecure. **Statistically significant result at the p<.01 level
Appendix D: Endnotes
1 American College Health Association. 2011. “National college health assessment: Spring 2011 reference
group data report.” Hanover, MD: American College Health Association.
2 National Survey of Student Engagement (NSSE). 2012. “Promoting Student Learning and Institutional
Improvement: Lessons from NSSE at 13.” Bloomington, IN: Indiana University Center
for Postsecondary Research.
3 Kruger, K., Parnell, A., & Wesaw, A. 2016. “Landscape analysis of emergency aid programs.” National
Association of Student Personnel Administrators (NASPA). https://www.naspa.org/images/uploads/main/
Emergency_Aid_Report.pdf. Retrieved on 4/30/2018.
4 A study of undergraduate students at a four-year institution found 39 percent of students experienced

food insecurity – limited or uncertain access to adequate food (Freudenberg, et al, 2011; USDA, 2017).
For community college students, the problem is larger. A study by the Wisconsin HOPE Lab found over
half of community college students surveyed were food insecure. The researchers also found high levels
(52%) of housing insecurity– those struggling to maintain a stable residence and pay rent and/or utilities
– and homelessness (13%) (Goldrick-Rab, et al, 2017).
5 Freudenberg, N., Manzo, L., Jones, H., Kwan, A., Tsui, E., & Gagnon, M. (2011). “Food insecurity at CUNY:
Results from a survey of CUNY undergraduate students.” Retrieved from https://www.gc.cuny.edu/CUNY_
GC/media/CUNY-Graduate-Center/PDF/Centers/Center%20for%20Human%20Environments/
cunyfoodinsecurity.pdf
6 Goldrick-Rab, S., Richardson, J., & Hernandez, A. (2017). “Hungry and Homeless in College: Results from a
National Study of Basic Needs Insecurity in Higher Education.” Wisconsin HOPE Lab. http://www.
wihopelab.com/publications/Hungry-and-Homeless-in-College-Report.pdf. Retrieved 1/28/2018.
7 Scrivener, S. Weiss, M., et. al. (2015). “Doubling Graduation Rates: Three-Year effects of CUNY’s Accelerated
Study in Associate Programs (ASAP) for Developmental Education Students.” https://www.mdrc.org/
publication/doubling-graduation-rates. Retrieved on 5/6/2018.
8 Elliott, Mark, and Roder, Anne. (2017). “Escalating gains: Project QUEST’s sectoral strategy pays off.” http://
economicmobilitycorp.org/uploads/images/Escalating%20-Gains_WEB.pdf. Retrieved 5/6/2018..
nited States Department of Agriculture (USDA). 2017. “Definitions of food security.” https://www.ers.
9U
usda.gov/topics/food-nutrition-assistance/food-security-in-the-us/definitions-of-food-security/.
Retrieved 9/28/2017.
ladieux, L., & Perna, L. (2005). “Borrowers Who Drop Out: A Neglected Aspect of the College Student
10 G
Loan Trend.” The National Center for Public Policy and Higher Education.
11 Ribera, A. K. & Miller, A. L. & Dumford, A. D. (2017). “Sense of Peer Belonging and Institutional Acceptance
in the First Year: The Role of High-Impact Practices.” Journal of College Student Development, 58(4),
545-563. Johns Hopkins University Press. Retrieved February 21, 2018, from Project MUSE database.
12 Tinto, Vincent. “From Retention to Persistence.” Inside Higher Ed. Published on September 26, 2016.
https://www.insidehighered.com/views/2016/09/26/how-improve-student-persistence-and-
completion-essay. Retrieved on 1/1/2018
13 B
erinsky, Adam J, Michele F Margolis, and Michael W Sances. 2014. “Separating the Shirkers From the
Workers? Making Sure Respondents Pay Attention on Self-Administered Surveys.” American Journal of
Political Science, 58(3): 739–53.
oatman, A., Evans, B., & Soliz, A. (2016). “Understanding Loan Aversion in Education: Evidence from
14 B
High School Seniors, Community College Students, and Adults.” CEPA Working Paper No. 16-15. https://
files.eric.ed.gov/fulltext/ED579679.pdf. Retrieved 5/5/2018.
usardi, Annamaria. (2008). “Financial Literacy: An Essential Tool for Informed Consumer Choice.”
15 L
Dartmouth College, Harvard Business School, and NBER. http://www.dartmouth.edu/~alusardi/Papers/
Lusardi_Informed_Consumer.pdf. Retrieved on 5/6/2018.
16 Hyken, Shep. “How Effective Is Net Promoter Score (NPS)?” Forbes Magazine. Published on December 3,
2016. https://www.forbes.com/sites/shephyken/2016/12/03/how-effective-is-net-promoter-score-
nps/#253a33123e4c. Retrieved on 1/31/2018.
© 2018 Trellis Company | 1804-66171
TRELLIS RESEARCH
STUDENT FINANCIAL
WELLNESS SURVEY
At a time of maximum distraction, students are making life-altering
financial decisions without a clear understanding of the impact.
46% of students have

64
of students
% RUN OUT OF MONEY
3 or more times
in the past year
WORRY ABOUT HAVING
ENOUGH MONEY to pay for school x3
40 % of
students show
SIGNS OF HOUSING INSECURITY 38 % of students indicate that
it is important to them to
(struggling to pay rent/utilities or the need to move frequently) SUPPORT THEIR FAMILY FINANCIALLY while in school
60 %
36
of students indicate that they of students show signs of
HAVE MORE STUDENT LOAN DEBT % VERY LOW FOOD SECURITY
than they expected to have at this point due to finances (skipping meals, eating less
or less nutritious food)
More than two-thirds

of students are not confident
they will be able to
they acquired while in school
57% of students pay for college using money
from their current employment
37% 28% 64 %
of students say they
find the total DEBT WOULD USE
amount to be OVERWHELMING of students pay for college FINANCIAL SUPPORT
(credit card, car loan, money owed to family/friends) with CREDIT CARDS
57% of students say they would have TROUBLE GETTING $500

57%
in cash or credit to meet an unexpected need within the next month
About the Survey
89% Survey 13 minutes =Median

COMPLETION TIME TO COMPLETE
RATE the Survey DOWNLOAD
the full report at:
100% FREE for any school to participate trelliscompany.org/researchsurvey
Contact Kasey Klepfer: Visit online at:

FREE PARTICIPATION [email protected] trelliscompany.org/participate
*All stats are from the 2018 Trellis Research Student Financial Wellness Survey
© 2018 Trellis Company

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Student Financial Security............................................................................................ 8

Basic Needs Security.................................................................................................... 11

Paying for College and Student Debt...................................................................... 14

Perceptions of Institutional Support....................................................................... 18

Appendix A: Detailed Methodology and Sample Characteristics................... 21

Appendix B: Survey Questions and Responses....................................................28

Appendix C: Select Crosstab Analysis Tables.......................................................42

Acknowledgements Vice President of the Institute for College

disruptions caused by unexpected expenses. For students on tight budgets, persisting in

address the unique issues on their campuses.

15% 31% 24% 23% 7%

34% 12% 15% 12% 6% 21%

is important that they support their family financially

needs analysis formula that prohibits the calculation Strongly

of a negative expected family contribution, and can

18% 18% 12% 9%

A growing body of research has uncovered evidence that an alarming number of

Understanding the USDA Six-Point Food Security Scale

Q66: When you first received

17% 22% 32% 28% 23% 15% 15% 8% 39%

Q50-52: In the past 12 months, Q54: In the past 12 months,

*Denominator of percentage from respondents who

Q5: My school actively works

12% 26% 33% 21% 9%

Q6: I would use financial support

23% 41% 24% 10% 3%

METHODOLOGY AND CHARACTERISTICS

Post-Secondary Institutional Types Location Enrollment Response Rate

Four-Year Public Institutions - -

Angelo State University San Angelo, TX 8,032 7%

Sam Houston State University Huntsville, TX 17,902 8%

Texas A&M International University Laredo, TX 6,591 12%

Texas A&M University - College Station College Station, TX 50,735 10%

Texas A&M University - Commerce Commerce, TX 13,514 19%

The University of Oklahoma Norman, OK 21,609 9%

West Texas A&M University Canyon, TX 10,000 9%

Austin Community College System Austin, TX 41,543 9%

Brazosport Community College Lake Jackson, TX 4,315 7%

Palo Alto Community College San Antonio, TX 9,108 14%

Four-Year Private Institutions

Huston-Tillotson University Austin, TX 1,022 9%

Martin Luther College New Ulm, MN 859 48%

Total 185,173 11%

Neutral 21% Agree 41%

Disagree 7% Neutral 24%

Strongly Disagree 4% Disagree 10%

n=6022 Strongly Disagree 3%

Strongly Agree 11% Q8: Housing - To what extent do

Strongly Agree 8% Strongly Agree 11%

Q10: Transportation - To what extent Q13: During my time at school, I have

Strongly Agree 15% Financial Aid Advisor* 49%

Strongly Agree 18% Strongly Agree 5%

Q17: Friends - I am comfortable Q21: How likely is it that you would

Strongly Agree 17% 0 (Not at All Likely) 1%

Q19: Faculty - I am comfortable Promoters (Score 9-10) 47%

Q24: I feel that on average I work at Yes 14%

Strongly Agree 17% I Don’t Know 3%

Agree 24% n=5573