PROMOTE the professional preparation, effectiveness and association of administrators and counselors of student financial aid in institutions of postsecondary education, government agencies, foundations, and private and community organizations.

PROMOTE the professional preparation, effectiveness and association of others in institutions of postsecondary education, government agencies, foundations, and private and community organizations concerned with support and administration of student financial aid.

SERVE as a national forum and act as a focus for the expression of views on matters relating to the development, funding and conduct of student financial aid.

PROMOTE and encourage programs which provide for educational opportunity and full development of individual potential of students.

SERVE effectively the interests and needs of students, institutions, government agencies and sponsors through coordination of plans and programs pertinent to student financial aid.

ASSIST educational institutions, foundations, government agencies, and private community organizations to promote and develop effective programs of student financial aid.

FACILITATE communication between educational institutions and agencies and organizations which provide student aid funds.

This value encompasses a commitment to those we serve: the students – from preprimary through postsecondary – and their families. We appreciate the rich diversity students bring to our institutions. NASFAA encourages the academic success of students.

Education enriches our society and raises the standard of living for all citizens.

NASFAA is committed to access to higher education for all students. We believe that, to the extent possible, financial need should be used as the central concept in the developing and awarding of student aid program monies. NASFAA supports the removal of economic barriers to promote academic success. However, we recognize that some donors and institutions may wish to award some aid on the basis of criteria other than financial need.

NASFAA appreciates the contribution of each of its members and the various institutional types they represent. The pluralistic system of America's educational system is a factor that must be acknowledged. Similarly, NASFAA benefits both by its sectoral diversity and by the varied and rich diversity of its members.

A formal process of long-range planning for the Association was begun in 1986, with the first strategic long-range planning retreat. Out of the retreat came the first five-year plan which was adopted by the Board of Directors in 1987. The plan is monitored by the Association Governance Committee, which presents an annual report to the Board of Directors on the progress of the Association in meeting the goals outlined in the plan.

In 1990 and again in 1995, the Association Governance Committee was directed to review and update the plan for the succeeding five year periods. The second strategic plan, developed via a membership services survey, focus groups, and planning meetings with the Board of Directors, was adopted in 1991. The third strategic plan was adopted in 1996 following a membership services survey, an environmental scan, and a planning retreat.

The success of a long-range plan is dependent upon the consideration of external factors affecting the Association, the consideration of the needs of its members, and the ability to make projections regarding the environment and the needs of the future. The National Association of Student Financial Aid Administrators employs these principles in creating and monitoring its long-range plan.

The strategic plan adopted to provide the framework for the Association into the year 2006 was developed over a course of months. The success of previous plans in providing such a framework was acknowledged and affirmed by the Board of Directors at its Spring 1999 meeting. A Membership Services Survey was distributed in the summer of 1999 and a planning retreat was held in November of 1999.

The Membership Services Survey drew 1,310 respondents, more than 80% of whom are directors of financial aid or the equivalent. The survey results revealed that NASFAA members continue to believe the services provided by NASFAA are critical to the successful operation of their offices. Among training activities, the highest priority for NASFAA training was regulatory updates, rated as extremely important by 96% of the survey respondents. Other training topics given high priority by respondents were compliance (93%), legislative updates (75%), and technology utilization (57%).

Among survey respondents, in-person training is still favored as the means of delivery by nearly two-thirds of those responding. Other delivery methods were distant runners-up, including National Conference sessions (13%), followed by electronic media (12%). Workshop topic is the primary factor affecting NASFAA training attendance. Regarding tools for financial aid administration evaluation, the NASFAA Self-Evaluation Guide was rated as valuable by almost 60% of the respondents, followed by NASFAA-trained peer reviewers (55%) and state/regional-sponsored peer reviewers (40%). In terms of Web Services, Today's News, the NASFAA Newsletter, and electronic versions of Department of Education documents were all rated as important by nearly 80% of respondents and as being of high quality by similar percentages.

As previous surveys demonstrate and the most recent survey confirms, NASFAA members have different views on the importance of specific services and activities. The importance of providing a broad array of services to meet the needs of all members was reaffirmed. NASFAA continues to be the representative of the financial aid administrator in Washington, speaking on behalf of its members and representing their concerns. The members continue to depend on NASFAA to provide them with current information and quality products.

Participants in previous Strategic Planning Retreats have been selected in various ways. The participants for the 1999 retreat included the current Board of Directors, members of the Association Governance and Membership Committee, and Past National Chairs who are still working in member institutions. (A listing of Retreat Participants is appended.)

During the Retreat, participants reaffirmed commitment to the Association's Values, Purposes, Mission Statement, and Statement of Ethical Principles. President Martin presented a scan of the environment as it relates to the Purposes of the Association. Participants reviewed the results of the 1999 Membership Services Survey and a draft of revised Goals prepared by the NASFAA staff. Participants were divided into groups to draft explanatory paragraphs related to each of the revised Goals. Consensus was achieved on the Goals and explanations. A comprehensive report on current NASFAA services, activities, and projects was reviewed as they relate to the Association's Goals. Finally, groups considered activities identified in the 1996 Planning Retreat to achieve Goals, adding new activities and eliminating those no longer deemed relevant to the current environment.

The Five Year Strategic Plan 2001-2006, adopted by the Board in July 2000, provides a flexible and workable plan to guide the Association's efforts into the Twenty-First Century.

Financial Realities at the Federal Level - The 1990s have seen radical shifts in the economic and political environment of the federal government. Economically, the country has gone from a sharp recession in 1990 and 1991 to the longest peacetime expansion in its history. Currently, unemployment is 4.2 percent, inflation is less than 3 percent, and interest rates remain low. The good economic news has brought with it increases in federal revenue far greater than expected by the Congressional Budget Office and other analysts.

The political scene has undergone a change as well. Since 1994, the Republicans have controlled both the U.S. House and Senate. A Democratic President, however, has been in the White House since 1992. The new Congress has generally been more conservative on social and economic policy matters than its predecessors. The new reality at the federal level is that while Congress has shown a willingness to support higher education, much of this support has come in the form of student loans and tax credits rather than large increases in Pell Grants and the other traditional campus-based student aid programs. Additionally, the government's emphasis on controlling domestic discretionary spending means that NASFAA and the other higher education associations will have to fight even harder for future increases in appropriations for Pell Grant and the other non-loan programs.

Financial Realities at the State Level - While state funding of higher education has been very good over the past five years, a new report prepared for the National Center for Public Policy in Higher Education notes, "Many states will have trouble maintaining current levels of support over the next eight years." The report, authored by Harry A. Hovey, President of State Policy Research, Inc. and entitled, "State Spending for Higher Education in the New Decade," concludes, ". . . for the next decade, the fiscal outlook for state support of higher education is not good."

Enrollment Projections – Further adding to these financial pressures will be increasing enrollments. Data from the National Center for Education Statistics reveals the following:

• Higher education enrollment is projected to increase by 16 percent from 13.9 million students in 1995 to 16.1 million by 2007 or an average annual growth rate of 1.2 percent.
• Full-time enrollment in higher education increased from 7.2 million in 1982 to 7.8 million in 1995 for an average annual growth rate of 0.6 percent. Full-time enrollment is projected to increase to 9.6 million students by the year 2007 for an average annual growth rate of 1.7 percent.
• Part-time enrollment in higher education grew from 5.2 million in 1982 to 6.1 million in 1995. This produced an average annual growth rate of 1.2 percent. Part-time enrollment is expected to increase to 6.6 million by 2007 for an average annual growth rate of 0.6 percent.

In addition to enrollment increases of U.S. citizens, many also expect a growing number of international students to select American colleges and universities as their means to obtain education beyond high school. Nearly a half million international students (481,280) the largest number ever, were enrolled in American higher education institutions during 1997-98. These students accounted for 3.4 percent of all U.S. higher education enrollments and 10.4 percent of U.S. graduate school enrollments.

While participation rates have increased it is not surprising that most families and students are still very price conscious. Adding to the affordability and price equation is the fact that family incomes have been fairly stagnant over the past 15 years. The College Board reports that median family income has risen only 22 percent since 1981. And while student aid has increased in total value, it has not been able to keep pace with the rise in tuition, and unfortunately, most of the growth in aid has been from student loans.

One other factor worth reviewing is the impact that technology and, particularly the internet, will have on our students in the next few years. While rapid technological advances over the past few years have put a premium on education and job skills, they are also dramatically changing how we do our jobs and how we interact and provide services to students.

A report released in January 1999 by the International Data Corporation estimates 2.2 million college students will be enrolled in distance education by 2002, up from about 710,000 in 1998. While distance education and electronic delivery of services to students are growing rapidly, some warn that access to these services is not equal. A 1999 report entitled "The Virtual University and Educational Opportunity" released by the College Board observes that on-line access, both at home and in elementary and secondary schools, is often not available for under-represented populations in higher education, particularly among African-Americans and Hispanics. This report also notes that three-quarters of families with incomes of $75,000 or more have a computer compared to only one-third of families with income between $25,000 and $35,000. Only one-sixth of families with incomes under $15,000 have computers.

The Institutional Environment - While there is much that could be analyzed about our institutional environments, perhaps one of best ways to make this assessment is to review some of the recent studies that have attempted to address the state of affairs in higher education.

A recent report entitled, "Taking Responsibility . . . Leaders' Expectations of Higher Education" reviewed responses from 601 professors, deans, administrators, government officials and business leaders who were surveyed in the late fall of 1998, by the National Center for Public Policy and Higher Education. The study found, "…..broad agreement about some questions, and deep disagreement about others." Specifically, they found, "…widespread consensus on the value of higher education both to society and to individuals, the overall quality of higher education in this country, and the importance of insuring that qualified students will not be priced out of a higher education…" They also found agreement on what these leaders take to be the most serious problem facing higher education – "the real obstacle in producing an educated society is not the price tag, but the fact that many students are not sufficiently prepared to take advantage of a college education. From the perspective of the respondents, the most critical factor in higher education is the responsibility taken by students themselves. No amount of financial investment in higher education can, in the eyes of these leaders, replace the importance of having students who are motivated to advance their own learning."

"Beyond these areas of consensus, they also found serious areas of difference and disagreement, especially between educators and members of the business community. The major dispute concerns how well colleges and universities are administered, whether they are teaching the right things, and what steps should be taken to meet the rising cost of producing higher education in this country. These disagreements send a clear message about the need for dialogue and clarification between leaders inside and outside the halls of academia….They also found other areas of disagreement, concerning issues such as teaching load, research, tenure, and racial balance."

Another report released in September of 1999, entitled "Spanning the Chasm: A Blueprint For Action" was prepared by the Business Higher Education Forum, a partnership of ACE and the National Alliance of Business. This report noted, "If America is to retain its competitive edge in the 21^st century global economy, it will greatly depend on a healthy spirit of collaboration between business and higher education as college and universities prepare graduates to take their place in the nation's workforce".

Another report issued by the National Association of State Universities and Land-Grant Colleges in1999 entitled, "A Learning Society", further adds to society's education mission. This report, prepared by 24 presidents and chancellors of the nation's largest public state universities, provides the following insights into our institutional environments. "We are asked to broaden our understanding of our mandate for access and equal opportunity so that we equip Americans for a lifetime of learning in a learning society. This requires that we realistically assess the educational, social, cultural, and economic challenges that line the path ahead."

Items for Consideration:

• Maintain NASFAA's position as the leading authority on student financial aid.

Items for Consideration: .

1. Provide information to members to aid them regarding providers of technological services from which the members could benefit. Include assistance to institutions in evaluating the need for alternative management services and the organizations that provide them.
2. Encourage the U. S. Department of Education to develop more effective electronic initiatives including linkages with other technologies such as National Student Loan Data System, Integrated Student aid Management System, etc.
3. Provide guidance to institutions and other higher education associations regarding issues such as the following: NTE, models for consortia, study abroad agreements, and electronic delivery systems.
4. Support issues related to uniform data collection using defined, common data elements and provide training for collection, analysis, and interpretation of data (e.g., creating data sheets that schools could provide to legislators; instructions for use in annual reporting, responding to NPRMs, evaluating the impact of proposed legislation, responding to surveys, and assisting in the identification of institutional needs).
5. Consider the need to charge nonmembers for information provided by NASFAA.

• Optimize communication to NASFAA members and constituencies to be responsive to the diverse needs and capabilities of each.

Items for Consideration:

1. Assess current and future membership information needs based on periodic membership surveys and other methods.
2. Explore and adopt a variety of methods of information dissemination and provide institutional staff assistance in obtaining information electronically.
3. Consider providing a mechanism for sharing Frequently Asked Questions.
4. Consider developing a mentoring system in cooperation with regional and state associations to assist schools in uses of technology.
5. Monitor developing technologies and technological advances and inform the membership of ways to improve operating efficiency.

• Provide training and professional development opportunities that are responsive to the needs of the membership, related constituencies, and NASFAA staff.

Items for Consideration:

Items for Discussion:

1. Publicize and promote adherence to the Statement of Ethical Principles. Consider ways to ensure members' awareness and acceptance of the principles and determine sanctions for violation.
2. Provide enhanced tools for self-assessment.
3. Evaluate the feasibility of offering Continuing Education Units.
4. Provide a peer review program as a mechanism for measuring accountability and performance.

• Promote the benefits to society of public and private investment in financial aid funding for postsecondary education.

Items for Consideration: .

1. Identify sources of data on employment rates, income and taxes paid, crime and prison rates, and medical costs by educational attainment; and compile and analyze statistical data on the impact of financial aid programs.
2. Communicate data directly to Congress and the White House and make this information available to states and regions for use at the local level.
3. Promote the Association's administration of projects such as the Chevrolet Scholarship Program, Bound For Success, Cash For College, and The College Is Possible projects as activities that meet this goal.
4. Promote NASFAA's unique expertise by offering technical assistance to legislative groups, maintaining key legislative and executive branch contacts, and providing informational mailings to these entities.
5. Promote the Association's public web site as the premier source of quality information for the public on financial aid.
6. Consider the development and implementation of a media relations program on the benefits of higher education and student financial aid. Consider soliciting support from sponsors to purchase air time or assist with Public Service Announcements (PSA) development costs.
7. Coordinate the dissemination of information about financial aid regulations, practices, and funding of current programs to increase understanding and maximize benefits of funding.
8. Offer opportunities for states and other entities to work together to develop guidelines for new educational funding sources.

• Promote and support public awareness of educational opportunities and planning for postsecondary education.

Items for consideration:

1. Assess the effectiveness of early awareness programs and consumer information in achieving the goal of informing prospective students of resources critical to achieving a postsecondary education.
2. Consider reviewing for endorsement financial aid sections of early awareness programs developed by external sources.
3. Educate the membership about NASFAA early awareness activities, appropriate for elementary grades and earlier. Provide training in developing and promoting such programs locally.
4. Consider developing and disseminating college financial planning information independently or in cooperation with others.
5. Assess the effectiveness of current student aid consumer information; identify deficiencies and assist in the development and dissemination of suitable materials. Provide guidance to members and consumers on how to evaluate relevant commercial services.
6. Work with business partners to expand school-to-work program models and share this information with members.

• Collaborate and coordinate activities among NASFAA, state and regional financial aid associations, and other constituencies interested in financial aid.

Items for consideration:

1. Promote leadership development by expanding and enhancing the benefits of activities such as the Leadership Conference and the DMCI breakfast.. Consider the issue of leadership development – how does one grow within the profession?
2. Encourage Board members to take an active role in promoting NASFAA by sharing NASFAA activities and plans with regions and states. Maximize the use of Representatives-at-Large in forging relationships with regional and state associations.
3. Strengthen partnerships with state and regional associations by providing NASFAA activities at annual meetings.
4. Review the structure and emphasis of the National Conference, providing appropriate opportunities for highlighting state/regional programs.
5. Offer assistance to state and regional associations instrengthening association governance and operations.
6. Announce training topics and scheduled meetings as early as possible to enable state and regions and institutions to make plans to incorporate the training into their schedules and budgets.

• Maintain the fiscal integrity and enhance the financial condition of the Association.

Items for consideration:

1. Annually evaluate the budget development process, with particular attention to providing appropriate staff salaries and to developing new revenue sources. Long range financial planning should be undertaken.
2. Maintain optimal investment strategies through the use of financial specialists.
3. Review and monitor all revenue sources and expenses to maintain an appropriate balance between revenue and expenses for a non-profit association.

1. Evaluate the effectiveness and efficiency of all projects and services, including NASFAA's Standards of Excellence peer review program, specifically their over-arching value to the membership as a whole.
2. Implement a policy requiring requests for Project Development Funds to include an assessment of demand for the project.

• Monitor NASFAA's performance and structure, and implement strategic adjustments as mandated by the changing environment.

Items for consideration:

1. Implement a timetable for the review of each of the Association's products and services.
2. Ensure effective leadership and equitable representation of NASFAA's members in its elected and appointed positions.
3. Provide information to the membership regarding the relative benefits of the Association's products as they compare to similar products offered by others.
4. Review the Articles of Incorporation and the Bylaws of the Association as needed and recommend appropriate changes.
5. Review, evaluate, and update the strategic long-range plan, make recommendations to the Board of Directors on the progress made in meeting the goals and on updates and changes necessary to meet the current needs of the Association and preserve the intent of the plan.
6. Develop a new strategic long-range plan two years before the expiration of the current plan.

Paul Aasen - Gustavus Adolphus College
Michael Bennett - Brookdale Community College
Irvin Bodofsky - SUNY Health Science Center
Sarah A. Candon - NASFAA
Marvin G. Carmichael - Clemson University
George Chin - City University of New York
Timothy Christensen - NASFAA
Youlonda Copeland-Morgan - Harvey Mudd College
William Cox - University of North Carolina-Chapel Hill
Joan Crissman - NASFAA
John K. Curtice - State University of New York
Herbert D'Arcy - Providence College
Janet Dodson - Doane College
Judy Florian - Macomb Community College
Pamela Fowler - University of Michigan
David Gelinas - University of the South
Pam Gilligan - Berklee College of Music
Mary Givhan - Mississippi College
Mariko Gomez - Southwest Texas State University
David Gruen - The University of Denver
Gracie Guillory - Louisiana State University, Eunice
Joyce Hall - Purdue University
Sally Harris - Indian Hills Community College
William A. Irwin - Lock Haven University of Pennsylvania
Wilma Kasnic - Emporia State University
Lois M. Kelly - Boise State University
Roger Koester - Colorado School of Mines
Karen Krause - Texas Wesleyan University
Susan Little - University of Georgia
Rachael L. Lohman - Wilkes University
Cruzita (Crusie) Lucero - Northeast State Technical Community College
Mona Lucas - University of Connecticut
 Dallas Martin - NASFAA
Ted Malone - Edmonds Community College
John Parker - Drake University
Paul Phillips - California State University, San Marcos
Mary Sue Rix - Centenary College of Louisiana
Claire M. Roemer - Tarrant County College
Mary E. Roggeman - University of Wisconsin-Milwaukee
Judy A. Schneider - The University of Texas at Arlington
Doug Severs - Idaho State University
Robert D. Shorb - Skidmore College
Robert Walker - Creighton University
Virginia Kaye Washington - Indiana Univ.-Purdue Univ. at Indianapolis
Susan Weinreis - Montana State University-Billings
Willie Williams- Georgia Perimeter College
Joan Zanders - Northeast Community College, Nebraska