<p>For the number crunchers, here are a few tidbits worth noting. Thesource is <a href="http://www.nassgap.org/viewrepository.aspx?categoryID=3#%5B/url%5D">http://www.nassgap.org/viewrepository.aspx?categoryID=3#</a> </p>
<p>There is a more recent annual survey but it is protected. In the past 10 years need based aid increased from 2.459 B to 4.703. During the same period non-need aid increased from .411 B to 1.738 B. Percentage wise, this represents a clearly shifting pattern.</p>
<ol>
<li><p>In the 2004-2005 academic year, the states awarded about $7.9 billion in total state funded student financial aid, an increase of more than 8 percent in nominal terms from the $7.3 billion in aid awarded in 2003-2004 and an increase of about 6 percent in constant dollar terms.</p></li>
<li><p>The majority of state aid is in the form of grants. In 2004-05, slightly more than 3.5 million awards were made representing about $6.7 billion in need and nonneed-based grant aid, an increase of more than 8 percent from the $6.2 billion in grants awarded in 2003-2004. Of the grant funds awarded in 2004-05, 73 percent was need-based and 27 percent was nonneed-based. Need-based aid represented about 74 percent of grant aid awarded in 2003-04.</p></li>
<li><p>Funding for undergraduate need-based grant aid increased $445 million nationwide from about $4.2 billion in 2003-04 to more than $4.7 billion in 2004-05, an increase of more than 10 percent.</p></li>
</ol>
<p>4 Eight states (California, Illinois, Indiana, New Jersey, New York, Ohio, Pennsylvania, and Texas) collectively awarded more than $3.1 billion in undergraduate need-based grant aid, accounting for about 67 percent of all aid of this type.</p>
<ol>
<li>States provided more than $1.7 billion in nongrant student aid, including loans, loan assumptions, conditional grants, work-study, and tuition waivers. Loans and tuition waivers accounted for 69 percent of nongrant funds awarded. </li>
</ol>
<p>FWIW, a colloquy at the Chronicle in 2001 raised some issues about the trends and consequences; some of them were called as "profoundly troubling consequences" by Thomas G. Mortenson, a senior scholar at the Center for the Study of Opportunity in Higher Education and a leading expert on state, federal, and institutional student-aid policies.</p>