In the 1983/84 academic year, there were 2.8 million recipients of Federal Pell Grants in the United States. By the academic year 2023/24, the number of Pell Grant recipients had increased to 6.4 million.

In the academic year of 2023/2024, around 30 percent of all students that were enrolled in undergraduate programs in the United States had been granted a Pell Grant award. This figure remains unchanged from the previous year.

This statistic shows the number of students, attended four year or more institutions, in each state that received Pell Grants in the 2013/14 academic year in the United States. The most Pell Grants were awarded in the state of Florida with a total of 487,305 students receiving grants.

Federal Pell Grant Reporting, 2012-13 (Pell Grant Reporting 2012-13), is a part of the Federal Pell Grant Reporting (Pell Grant Reporting) program. Pell Grant Reporting 2012-13 (https://www2.ed.gov/programs/fpg/index.html) is a compilation of quantitative program data assembled to offer insights into the changes to the Title IV applicant universe and the Pell Grant program. The information provides a basis for program planning and development and can also be used to estimate the potential impact of actual or proposed policies on Pell Grant recipients and federal aid applicants. In addition, it can assist researchers, students, higher education officials, and financial aid administrators to better understand current patterns of Federal Pell Grant disbursements and Title IV applicant activity.

This file provides Federal Pell Grant Program funds by institution and award year.

Provides recipient and disbursement information each quarter for the Federal Pell, TEACH, and Iraq and Afghanistan Service Grant Programs by postsecondary school.

An increasing number of postsecondary institutions have introduced test-optional admissions policies primarily due to criticism of standardized admissions tests as potentially biased predictors of student success. However, the impact of the test-optional movement is largely unknown. This study uses a quasi-experimental design and repeated measures analysis of covariance (ANCOVA) to examine the effects of test-optional policy implementation on institutional desirability, admissions selectivity, and the racial and socioeconomic diversity of the student body. Findings demonstrate that test-optional policy implementation results in enhanced institutional desirability (i.e., increased applications received) and socioeconomic diversity (i.e., increased proportion of Pell Grant recipients).

In 1999, the Bill and Melinda Gates foundation started the Gates Millennium Scholars Program (GMS), a 20-year initiative which intends to expand access to higher education for high achieving, low-income minority students. In addition to its academic objectives, GMS also has the goal of creating future leaders in minority groups. The program is administered by the United Negro College Fund (UNCF). Awardees can receive the scholarship for up to 5 years as an undergraduate and 4 years as a graduate student. The scholarship is renewable through graduate school in math, science, engineering, library science, and education. To be eligible for GMS, students had to meet several qualifications. They must: (1) be of African American, American Indian/Alaska Native, Asian American, Hispanic/Latino, or Pacific Islander background; (2) be full-time students entering college or university; (3) have a GPA of at least 3.3 on a 4.0 scale; (4) be eligible for Pell Grants; and (5) be leaders in community service, extracurricular, or other activities. These data include selected variables from administrative data as collected by UNCF. There are 5 major data sources from which these data were compiled, which include:

United Negro College Fund (UNCF) Administrative Databases;; National Student Clearing House (NSC);; Higher Education Directory (HED);; Free Application for Federal Student Aid (FAFSA); and; Institutional Student Information Records (ISIRs).;

These data were collected to represent the aggregation of administrative data utilized throughout the GMS cohort-level data. The data was structured in a way to allow analysis and utility beyond the administrative data's original purpose. The initial release includes only records for GMS scholarship recipients and one higher education institution per person. Subsequent releases will include information for non-recipient finalists and the full spectrum of institutions attended.