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  • AASHE-STARS

The Sustainability Tracking, Assessment & Rating System™ (STARS) is a transparent, self-reporting framework for colleges and universities to measure their sustainability performance.

Overall Rating Silver
Overall Score 54.45
Liaison Claudia Kent
Submission Date June 30, 2017
Executive Letter Download

STARS v2.1

Haverford College
PA-7: Affordability and Access

Status Score Responsible Party
Complete 3.41 / 4.00 Jesse Lytle
Chief of Staff
Office of the President
"---" indicates that no data was submitted for this field

Does the institution have policies and programs to make it accessible and affordable to low-income students?:
Yes

A brief description of any policies and programs to minimize the cost of attendance for low-income students:

Haverford will meet the full demonstrated need of all admitted students who are determined to be eligible according to the College's formula and procedures.

We are committed to minimizing student debt. Students with family income below $60,000 per year will not have a loan expectation included in their financial aid package; loan expectations for incomes above this threshold remain low, ranging from $1,500 to $3,000 each year.

The Haverford Student Loan Debt Relief Fund, an innovative program to help students who do graduate from Haverford with debt, provides funds to young alumni who are employed in jobs of high social value with low remuneration or who are in transition at some point following graduation.


A brief description of any programs to equip the institution’s faculty and staff to better serve students from low-income backgrounds:
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A brief description of the institution’s programs to guide and prepare students and families from low-income backgrounds for higher education:

The John P. Chesick Scholars program is a four-year academic mentoring and leadership program for talented students with recognized potential.

Fifteen exceptional students from either underrepresented, first in their family to attend college, or under-resourced backgrounds will receive a unique opportunity to explore intellectual life, pursue research projects and develop intensive one-on-one relationships with faculty mentors within a supportive community of scholars.

The Chesick Scholars program begins with participation in an intensive pre-freshman interdisciplinary summer residential program that offers credit-bearing college courses designed to hone the skills and cultivate strategies necessary to flourish in Haverford’s rigorous college environment.

Haverford also offers a pre-orientation program for first-generation students, Horizons, designed to welcome and prepare students and their families for the higher education environment.


A brief description of the institution's scholarships for low-income students:

Since all aid is need-based and we meet full need, aid is distributed to students based solely on need without the students having to meet the requirement of specific endowed scholarship funds like grade point average, ethnicity, participation in certain activities, etc. Aid packages include grants, work study, and, for those families with an income greater than 60,000, a small annual loan expectation between 1,500 and 3,000. Families with less than 60,000 of income will not have loans included in their financial aid package.


A brief description of the institution’s targeted outreach to recruit students from low-income backgrounds:

Haverford visits high schools across the country, including those in low-income areas, and works closely with a number of CBOs to reach high-performing students who may not have heard of Haverford. Haverford also works with the QuestBridge College Match Program, which, in a manner similar to the medical school residency match system, connects high-achieving, low-income high school seniors with admission and full scholarships to highly selective colleges and universities, including Haverford.


A brief description of the institution’s other policies or programs to make the institution accessible and affordable to low-income students:

While the College’s commitment to low-income and first-generation students finds deepest expression in our financial aid policy of meeting the full demonstrated need for all students, there are often needs that are felt in the regular flow of a student’s life which fall outside the parameters of overall financial aid awards. Our LIFTFAR (Low-Income-And-First-in-Their-Family-Assistance-and-Resources) Program aims to help fill these gaps for things like living expenditures, athletic gear, travel, internships, emergency medical expenses, and more.


Does the institution have policies and programs to support non-traditional students?:
No

A brief description of the institution’s scholarships provided specifically for part-time students:
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A brief description of the institution’s on-site child care facility, partnership with a local facility, and/or subsidies or financial support to help meet the child care needs of students:
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A brief description of the institution’s other policies and programs to support non-traditional students:
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Does the institution wish to pursue Part 2 of this credit (tracking accessibility and affordability)? (If data is not available, select 'No'):
Yes

The percentage of entering students that are low-income (0-100):
26.60

The graduation/success rate for low-income students (0-100):
86

On average, the percentage of need that was met for students who were awarded any need-based aid (e.g. as reported to the U.S. Common Data Set initiative, item H2) (0-100):
100

The percentage of students graduating with no interest-bearing student loan debt or for whom no out-of-pocket tuition is required (i.e. the percentage of graduates who have not taken out interest-bearing loans) (0-100):
78

Estimated percentage of students that participate in or directly benefit from the institution’s policies and programs to support low-income and non-traditional students (0-100):
35

The website URL where information about the programs or initiatives is available:
Additional documentation to support the submission:
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The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.