True or False? You Can Fill Out Your FAFSA Before Filing Taxes

Taxes Schmaxes

TRUE! You might have heard that you can’t complete the 2016–17 Free Application for Federal Student Aid (FAFSA®) until you file your 2015 taxes. This is actually a myth! The FAFSA allows you to use estimated financial information if you select “Will file” on the question about whether you’ve completed your 2015 tax return.

2016-17 FAFSA Will File Taxes

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The subsequent questions will ask about “2015” financial information, but you’re allowed to use 2014 numbers in these fields for now so you can get your FAFSA submitted early. Don’t worry, you won’t get in trouble for using estimated financial information; just make sure you update your FAFSA after you and/or your parents file 2015 taxes. Below are answers to common questions about submitting a FAFSA before filing taxes.

Why is it important to fill out the FAFSA early?

Some states, schools, scholarships, and other aid programs have deadlines that occur before you’re able to file taxes. If you wait, you could miss out on that money unless you use estimates and submit the FAFSA early. Did you know that some aid is first come, first served? That means once the pool of funding runs out (awarded to the early birds), there won’t be any money left for late FAFSA filers. You can find state deadlines on the FAFSA website.

2016-17 FAFSA Deadlines Page

However, we do not have a listing of every school’s deadline since they’re all different. You have to check with each school about their FAFSA deadline. If there is a scholarship or grant you’re applying for, check their FAFSA deadline too. Submit your FAFSA by your earliest deadline to maximize your financial aid.

 

How do I fill out the FAFSA if I haven’t filed taxes?

If your income from 2015 was similar to your income from 2014, use your 2014 taxes to estimate your financial information. If your 2015 income was very different from your 2014 income, use the income estimator (available within the FAFSA) to estimate financial information rather than basing your estimates on your 2014 taxes. Just click on the blue Income Estimator button, and the calculator will expand.

2016-17 - FAFSA Income Estimator

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How do I update my FAFSA once I’ve filed taxes?

After you file taxes, click Make FAFSA Corrections after logging in to fafsa.gov. Navigate to the “Finances” section and change your tax filing status to “Already completed.” From here, the FAFSA has a tool that allows you to automatically import tax information from the IRS into your FAFSA. This is called the IRS Data Retrieval Tool (IRS DRT) and it will be available on Feb. 7, 2016. You may not be able to use the IRS DRT immediately after you file taxes. You have to wait a few weeks after you file taxes before your tax data can be imported into the FAFSA.

2016-17 - Taxes Completed

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After importing your tax information into the FAFSA, sign and submit your FAFSA. Remember, if you don’t see the confirmation page at fafsa.gov, you haven’t submitted your FAFSA yet. Be sure to read all the instructions as you sign and submit the FAFSA, and look for that confirmation page before you close your browser. Got it? Okay! Go meet those deadlines!


Sandra Vuong is a Digital Engagement Strategist at Federal Student Aid.

Our Teachers Edition Newsletter Will Now Feature ‘Voices from the Classroom’

For teachers. By teachers.

Imagine if all of the policies that affect our classrooms were written by teachers. All the assessments, too. Anyone who spends their days in America’s classrooms knows we’re a long way away from achieving that vision. Despite that, as an elementary school reading teacher in New Haven, Conn., I know that the best success I’ve had has been with lesson plans I’ve written with my colleagues, assessments we’ve created together.

I’d bet you feel the same way.

That’s why one of the most important features of the weekly Teachers Edition newsletter has always been that it is written by teachers and for teachers. Moving forward, you’ll see that even more clearly. For months, a committee of classroom teachers has been talking with colleagues and reviewing back issues with an eye toward making the newsletter more valuable for busy teachers. Expect to hear our voices some more — the voices of classroom teachers just like you, sharing the joys and struggles of our classrooms. Expect to see fewer headlines and more opportunities to engage with us, to share your thoughts and your stories. With Acting Secretary John King focused on how to lift up the voices of teachers, this is just one strand of a ramped-up strategy to digitally engage teachers: keep an eye out for Twitter chats and other opportunities for ED and your colleagues around the country to hear your voice.

You’ll also notice Teachers Edition’s new slimmed-down look this week. Most of our editions will feature a Voice from the Classroom article written by a teacher sharing his or her experience. Often, it’ll be written by a Teaching Ambassador Fellow, a teacher who spends a year sharing his or her experiences with ED; other times, it’ll be written by another teacher from across the country — maybe even you.

We’re working to strike a balance between features that inform (this week, a look at the 2016 Teacher of the Year finalists and a study of what’s inside the textbooks used by teacher prep programs) and those that entertain (this week’s wisdom from America’s oldest teacher and a video of the hoverboarding principal). You might also hear our voices a little bit more when we reflect on what’s in the news.

We know teachers don’t have a lot of free time. That’s why every feature that makes its way into Teachers Edition will face an initial test: would a teacher want to read this? As you scroll through this week’s edition, we’re hopeful you’ll find a lot that passes that test.

Matt Presser is an Instructional Literacy Coach at King/Robinson School in New Haven, Connecticut, and a Teaching Ambassador Fellow at the U.S. Department of Education.

Hearing from First-Generation Immigrant Youth and Parents About Education

A few weeks ago, I had the opportunity to convene an intimate meeting at the Department of Education (ED) with a group of first-generation immigrant students and parents for a conversation with former Education Secretary Arne Duncan and Acting Secretary John King to discuss their experiences as they try to assimilate to their new country and education system. As a first-generation American whose own family emigrated from Brazil sixteen years ago, I was thrilled to have the opportunity to shine a light on stories of other immigrant families. While their personal experiences and perspectives differed, they all shared a common thread: the desire to achieve the American Dream through obtaining a good education.

Immigrant students and their families face numerous hurdles in our nation’s schools including integration, English language acquisition and access, and cultivating quality parent/teacher relationships. Although ED has worked to ensure that all students have equal access to school resources and that all parents, regardless of the language they speak, are equipped with the information necessary for their children to fully participate in and benefit from their educational programs, some families still face hurdles in their quest to thrive within the education system.

Zoila Fajardo shared a story that was not much different than what my mother experienced when trying to matriculate my siblings and me into school. When she first arrived in the United States, Zoila attempted to enroll her kids in school. Her limited fluency in English, however, caused communication issues with school administrators. They told her that they could not understand her and therefore could not enroll her kids. Zoila was able to turn to her community for support and they directed her to a new school, where her kids were welcomed with opened arms. They not only provided Zoila and her family with all the information she needed to ensure her kids were successful in school, but they also continued to keep her engaged in her children’s learning.

During the meeting, former Secretary Duncan and Acting Secretary King also heard from local high school students, who, in addition to navigating the system with limited to no English proficiency, had to adapt to different social norms. Despite the challenges they faced while trying to assimilate to a whole new culture, the students said they understood that their education was the foundation of their bright future.

Supporting immigrant families is crucial to ensuring our country’s long-term prosperity and is a key part of ED’s mission to ensure equity and opportunity for all of our nation’s children. We will continue to encourage students and their families to share their ideas on how to increase dialogue and the visibility of their experiences through future meetings, like Student Voices sessions, webinars and conversations with advocacy groups. These ongoing conversations have been the foundation of many resources, including the EL Toolkit, which we released with the Department of Justice in September, 2015.

This session was a part of the ongoing “Student Voices” series at the Department through which students engage with senior staff members to help develop recommendations on current and future education programs and policies.

Melina Kiper is a confidential assistant in the Office of Planning, Evaluation, and Policy Development at the U.S. Department of Education.

Top 5 FAFSA FAQs for 2016–17

Have you completed the FAFSA? Don't wait!

Completing the Free Application for Federal Student Aid (FAFSA®) is the first step in accessing the more than $150 billion available in federal student aid. To help you get a head start on your FAFSA, below are the answers to the top 5 questions we’ve been getting on our Facebook and Twitter accounts:

1. What is an FSA ID and do I need one?

The FSA ID is a username and password you use to log in to your FAFSA. You should get an FSA ID before you start the FAFSA. If you are required to provide parent information on your FAFSA, one of your parents needs an FSA ID too. Keep in mind that parents should not be making an FSA ID for their child or vice versa.

2016-17 FAFSA Login with FSA ID

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Parents will use their FSA ID to sign a dependent child’s FAFSA. However, if they are unable to get an FSA ID, they can mail a signature page.

2016-17 FAFSA Parent Signature

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Go here to get an FSA ID now. The FSA ID does not define if you are a student or parent, the process of getting an FSA ID is the same for both.

2. How can I complete the FAFSA if my parents or I haven’t filed 2015 taxes yet?

When filling out the 2016–17 FAFSA, you’ll want to use financial information from the 2015 tax year. At this point in the year, many people haven’t received their Form W-2, let alone completed their 2015 taxes. But that shouldn’t stop you from submitting the FAFSA! If you or your parents have not completed your taxes yet, you can estimate your income and other tax return information, and then correct your application after you have filed your taxes.

If your 2015 income is similar to your 2014 income, use your 2014 tax return to provide estimates for questions about your income. If your income is not similar, use the Income Estimator for assistance estimating your adjusted gross income, and answer the remaining questions about your income to the best of your ability. If you do not know your parent’s tax information, we have a guide on how to complete the FAFSA if you and your parent are not together.

2016-17 FAFSA Will File Taxes

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Note: Once you complete your 2015 tax return, you’ll need to update your FAFSA. When you do so, you may be eligible to use the IRS Data Retrieval Tool to access the IRS tax return information needed to complete the FAFSA. This allows you to transfer data directly into your FAFSA from the IRS website.

 

3. When is the FAFSA deadline?

States, schools, and the federal government each have their own FAFSA filing deadlines. It is important that you research all of these deadlines and complete the FAFSA by your earliest deadline. That being said, because some types of aid are awarded on a first-come, first-served basis, it is highly recommended that you fill out the FAFSA as soon as you can to ensure that you do not miss out on available aid.

Sample FAFSA Deadlines

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4. Do I have to complete the FAFSA every year?

Yes, you need to fill out the FAFSA each school year because your eligibility for financial aid can differ from year to year for various reasons, including your family’s financial situation and the number of your family members enrolled in college. If you filled out a FAFSA last year and want to renew it, go to fafsa.gov, click “Login”, and be sure to select “FAFSA Renewal” once given the option. That way, many of the (nonfinancial) questions will be pre-filled for you. Just be sure to update any information that has changed since last year.

2016-17- FAFSA Renewal

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5. Which FAFSA should I complete?

When you log into fafsa.gov, you will be given two different options: “Start a 2015–16 FAFSA” and “Start a 2016–17 FAFSA.” Which should you choose?

2016-17 Start FAFSA

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  • If you’ll be attending college between July 1, 2015 and June 30, 2016, select “Start a 2015–16 FAFSA.”
  • If you’ll be attending college between July 1, 2016 and June 30, 2017, select “Start a 2016–17 FAFSA.”

Remember, you must complete the FAFSA each school year, so if you’ll be attending college during both periods of time, you should fill out both applications.

TIP: If you need to fill out both applications, complete the 2015–16 FAFSA first. That way, when you complete the 2016–17 FAFSA, a lot of your info will automatically roll over.

If you are applying for a summer session, or just don’t know which application to complete, check with the college you are planning to attend.


We hope this answers some of your questions! If you have additional questions about the FAFSA, you leave us a comment below. We also have videos on our YouTube channel. For more information about completing the FAFSA, visit StudentAid.gov/fafsa.

Sandra Vuong is a Digital Engagement Strategist at Federal Student Aid.

 

Working Together to Remove Barriers

One of the Department’s central goals is to foster equitable education opportunities for all students and to eliminate barriers to those opportunities. What follows is an account of an important resolution agreement reached between our Office for Civil Rights (OCR) and the University of Phoenix to ensure equal access for students with disabilities to online education.

MK Wilkinson has severe presbyopia and dyslexia – vision and visual processing disorders that prevent her from reading in the conventional manner. She describes it this way: “My eyes hit 50 years old when I was 10 years old; now my eyes are like those of someone who is over 120 years of age.” This means that she needs assistive technology to read text and to communicate with other students online.

In 2010, MK enrolled at the University of Phoenix, the nation’s largest online education provider. She uses a screen reader, which reads text out loud as it appears on a screen. At first, the materials in MK’s online classes at the university were accessible to her.

Then, in 2014, MK ran into a virtual wall: the university had switched to “the New Classroom,” parts of which she could not access. “When they switched to the New Classroom format,” MK explained, “my instructors literally put up an image with text in it; no screen reader can read text embedded into a picture, so I couldn’t work with it.”

MK tried multiple times to resolve these barriers within the university system, without success. In 2014, MK filed a civil rights complaint asserting that the university’s polices violated Section 504 of the Rehabilitation Act of 1973. OCR’s policy, which is grounded in Section 504 regulations, states that students who are blind or have low vision “must be afforded the opportunity to acquire the same information, engage in the same interactions, and enjoy the same services as sighted students.”

OCR opened an investigation and surveyed approximately 350 current and former University of Phoenix students who use assistive technology and also interviewed many of them. Many students praised the university DSO counselors but also stated they could not fully access the New Classroom environment without assistance from a nondisabled person. The Department’s Office of the Chief Information Officer assisted OCR by using web conferencing technology to demonstrate visually and audibly to university officials just how those who use screen readers experienced barriers in the New Classroom.

In June 2015, the University of Phoenix entered into a voluntary resolution agreement with the Department, under which the university committed, among other things, to create a plan to ensure that its new online technology is accessible, remove barriers to access for existing content, and convert inaccessible documents to accessible documents within 24 hours of receiving a request. The university also agreed to offer MK and other former students with disabilities who experienced technological barriers the opportunity to have their prior grades reevaluated or to repeat or take new courses free of charge in an accessible online environment.

The university views OCR’s investigation in a positive light: “We see our work with OCR and the Department of Education as one of collaboration. We are grateful for the feedback from OCR because it helps us better serve our students with disabilities,” said Dr. Meredith Curley, University Provost.

MK is pleased with the outcome and hopes that the impact of her case is widespread. “My hope – and what I believe it’s going to do – is to place people with limitations on an even playing field with those without them. The independence and self-respect that you get if you can sit down to a computer and do your assignment by yourself is incredible. We all want to have the opportunity to work at the same pace and level as everyone else.”

Robert Kim, Deputy Assistant Secretary for Strategic Operations and Outreach, Office for Civil Rights.

ED Games Day Comes to Washington, D.C.

In recent years, the U.S. Department of Education (ED) has increased its commitment to exploring the potential of learning games and researching their effectiveness, highlighted by initiatives such as ED Games Week, the White House Education Game Jam, the Games for Learning Summit at Games for Change, and a mini-conference focused on games for learning at E3.

Keeping the momentum going, on December 9, 2015, representatives from the Department of Education and the White House Office of Science and Technology Policy (OSTP) collaboratively organized a day of events to build capacity for and showcase learning games. In all, 45 game developers participated, 30 of whom were recipients of awards from the Small Business Innovation Research programs at the U.S. Department of Education’s Institute of Education Sciences and five other federal agencies.

Games for Assessment meeting participants.

Games for Assessment meeting participants.

Games For Assessment Working Meeting

In the morning, more than 20 members of the game-based learning community gathered at the White House to focus on the potential of games for assessment. Participants discussed the state of the field and opportunities for researching and developing new game-based assessment models and engines that can support teachers by providing real-time progress reports and insights on student mastery of content.

Tom Kalil, Deputy Director for Technology and Innovation at OTSP, discussed the potential of games to transform traditional methods of testing. Roberto Rodriguez, the Deputy Assistant to the President for Education, said the Every Student Succeeds Act calls for new types of assessment, many of which could be accomplished with well designed game-based assessments, and highlighted the need for more rigorous research in the area of games for learning and assessment. And Megan Smith, U.S. Chief Technology Officer, talked about the need to create more opportunities for girls and students of all backgrounds to code and develop games for learning.

Games for Learning Stakeholder Meeting

In the afternoon, the group gathered for a series of short briefings from stakeholders in the educational technology games space. A few of the presenting organizations included BrainPOP, EdSurge, Games for Change, PBS Learning Media, 1776, and the Consortium of School Networking. The goal was to increase collaboration and strengthen approaches for the broader creation, dissemination, and use of quality games in classrooms and beyond.

ED Games Expo attendees play games while interacting with the developers. (Photo credit: Emily Stack)

ED Games Expo attendees play games while interacting with the developers. (Photo credit: Emily Stack)

ED Games Expo 2015

In the evening, the ED Games Expo provided a forum for all 45 developers to demo their games. More than 200 individuals attended, met face-to-face with the developers, and played games that covered a range of topics in areas such as STEM, history, and coding. The free event was co-sponsored by 1776 and the Entertainment Software Association. The event was highlighted by a visit from the Small Business Administration’s Administrator Maria Contreras-Sweet, who spent time chatting with several developers about their learning games.

A few examples of SBIR games demoed at the Expo included:

  • Happy Atoms, where students learn about chemistry by using modernized ball and stick models with an augmented reality interface.
  • Eco, where students collaboratively build a virtual world to learn about ecosystems.
  • Kiko’s Thinking Time, where young children solve challenging tasks to strengthen cognitive skills related to executive functioning and reasoning.

For videos of all of the SBIR games for learning that demoed at the Expo (and more), see this playlist.

ED is committed to growing the ecosystem for high-quality learning games, researching their effectiveness, and assisting developers in building games that reflect effective pedagogy and engaging game mechanics to expand and improve in-and-out of classroom learning opportunities for students.

Follow us on Twitter at @IESResearch and @OfficeofEdTech for the latest.

Edward Metz is the Program Manager for the Small Business Innovation Research program at the U.S. Department of Education’s Institute of Education Sciences.

Joseph South is the Acting Director of Office of Educational Technology at the U.S. Department of Education.

James Collins is the Internal Liaison of Office of Educational Technology at the U.S. Department of Education.

Erik Martin is an intern at the White House Office of Science and Technology Policy.

Opportunity for America Tour Announced

jk_kids

Acting Secretary John King has announced his Opportunity Across America tour!

He’ll meet with students, teachers, principals, parents and community leaders in four states and Washington, D.C.

The tour will start in El Paso, Texas, on Thursday, and continue with visits to Houston, Texas; Washington, D.C.; Orlando, Florida; Philadelphia, Pennsylvania; and Wilmington, Delaware.

King will highlight the good work going on in schools and communities across the country and hear stories, experiences and insights about what’s working and where there is more work to be done.

As we told you earlier this year, King has resolved in 2016 to promote equity and excellence at every level of education to ensure that every child has the opportunity to succeed; support and lift up the teaching profession; and continue the Department’s focus on returning America to the top of the rankings in college completion by ensuring more students earn an affordable degree with real value.

King will visit the following schools during the tour:

  • Bowie High School, El Paso, Texas
  • Sharpstown High School, Houston, Texas
  • Valencia Community College, Orlando, Florida
  • School of the Future, Philadelphia, Pennsylvania

Don’t forget to follow @JohnKingatED on Twitter and sign up for email updates!

Join Us for President Obama’s Final State of the Union

sotu

President Obama will deliver his final State of the Union this evening.

When the President took office seven years ago, our country was involved in two wars and facing the worst economic crisis since the Great Depression. With his leadership and the determination of the American people, our country has made extraordinary progress.

In his last State of the Union, the President will lay out the ways that we, as the American people, can once again come together in pursuit of a country worthy of generations to come.

In each year since 2009, the President’s State of the Union addresses have bookmarked pivotal moments in the story of our nation: from expanding universal, affordable health care to securing the most ambitious global agreement ever to combat climate change.

Check out each speech — complete with videos, graphics, and stories from the staffers behind the policies.

Have thoughts on remarks? Share your thoughts and reactions with the White House right in the speech. Some submissions may be highlighted by the White House.

You can also RSVP on Facebook and follow @WhiteHouse, @JohnKingatED and #SOTU on Twitter.

Get more info at whitehouse.gov/sotu.

Meet all the inspiring people who will be joining the First Lady. Read their stories and watch them receive their invitations.

Miles and miles apart? It’s easy for you and your child to fill out the FAFSA!

Mother and daughter hugging near car

If your child is a dependent student and is applying for federal student aid, youthe parent(s)may need to provide some of your information on and sign the Free Application for Federal Student Aid (FAFSA®). Now, it’s easier than ever for you and your child to complete the FAFSA…even if you’re not in the same place. Help is also available for every question, just look for the “Help and Hints” box on the right side of each screen.


Step 1: You and your child must each create an FSA ID

The first step to filling out the FAFSA is for you and your child to each create your own FSA ID, a username and password. The FSA ID replaces the Federal Student Aid PIN and is required to sign the FAFSA electronically.

IMPORTANT TIP #1: Do not create an FSA ID for your child. Let your child create his/her own. Otherwise, your child could experience problems or delays with his or her financial aid.


Step 2: Start the FAFSA

You or your child can start a new FAFSA. If your child starts the application, he or she should enter his or her FSA ID on the left side of the log-in page. But, if you start the application, select “Enter the student’s information” on the right. Be sure to follow the instructions on each screen to proceed.

IMPORTANT TIP #2: If the parent is starting the FAFSA, DO NOT enter your child’s FSA ID or your FSA ID on this page. Instead, click “Enter the student’s information.”

FAFSA Login Screen

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Step 3: Create a Save Key

After selecting which FAFSA you’d like to start, you’ll be given the option to create what’s called a “Save Key.” It’s a temporary password that lets you save an incomplete FAFSA, pass the FAFSA back and forth with your child, and return to the application later to add information. Think of it as your key to accessing the draft FAFSA.

Create Save Key Page

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IMPORTANT TIP #3: Once you create your Save Key, make a note of it. Unlike the FSA ID, you and your child can share the Save Key.

So, let’s say your child is away at school and starts his or her FAFSA. He or she can click the “SAVE” button at the bottom of the page and exit. You can then log in at FAFSA.gov using your child’s identifiers and the save key, and pick up where he or she left off!

FAFSA.gov Homepage

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Enter student's info to login to the FAFSA

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FAFSA continue application page

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From here, you can enter your financial information or any other information that’s missing from your child’s FAFSA.


Step 4: Sign and submit the FAFSA

After you and your child have filled out all the necessary information, you both need to sign the FAFSA. If you’re not in the same location, one of you can sign by navigating to the “Sign & Submit” section, entering your username and password (your FSA ID) clicking the “SIGN” button, saving, then closing the application. The other person can then log in at fafsa.gov using the Save Key, navigate to the “Sign & Submit” section, and sign the application using his or her FSA ID.

Make sure the parent who is signing with the FSA ID checks whether he/she is listed on the FAFSA as Parent 1 or Parent 2 and checks the appropriate box.

IMPORTANT TIP #4:  You and your child should enter your own FSA ID in the correct spot—student above and parent below.

Student signature page

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Parent signature page

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IMPORTANT TIP #5:  If you are a parent without a Social Security number, you will not be able to create an FSA ID and will not be able to sign the FAFSA electronically. But, your child can submit the FAFSA without a parent signature, then print a paper signature page for you to sign and return by mail.

Once you and your child have signed the FAFSA, click the blue “SUBMIT MY FAFSA NOW” button at the bottom of the page. Your child’s FAFSA is not submitted until you see the confirmation page. It’s a good idea to print the confirmation page for your records. If your child provided an e-mail address, he or she will receive a copy of the confirmation page by e-mail.

FAFSA confirmation page

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Next Steps

Once your child’s FAFSA is submitted, it will take three to five days to process. Information on your child’s FAFSA will be made available to the financial aid offices of the schools listed. The school or schools will use the information to determine what aid your child may be eligible to receive.

IMPORTANT TIP #6:  On the confirmation page, you’ll see an Expected Family Contribution (EFC). Please note, the EFC is not the amount of money your family will have to pay for college or the amount of federal student aid you will receive. It is a number used by your school to calculate how much financial aid you are eligible to receive.

The confirmation page also provides some financial aid estimates. Please keep in mind that these are true estimates. You may qualify for different amounts or additional types of aid. In order to find out the exact amount and types of aid you’re eligible to receive, you’ll need to wait to receive an aid award from each school you listed.


Photo by Getty Images.

April Jordan is a senior communications specialist at Federal Student Aid.

Parents: Tips to Help Your Child Complete the 2016–17 FAFSA

2016-17 FAFSA Tips for Parents
If you’re a parent of a college-bound child, the financial aid process can seem a bit overwhelming. Who’s considered the parent? Who do you include in household size? How do assets and tax filing fit into the process? Does this have to be done every year? Here are some common questions that parents have when helping their children prepare for and pay for college or career school:

Does my child need to provide my information on the FAFSA?

Your child’s dependency status determines whose information must be reported on the FAFSA. Even if your child lives on his own, files his own taxes, and supports himself, he may still be considered a dependent student for federal student aid purposes. If your child was born on or after January 1, 1993, then he or she is most likely considered a dependent student and will need to include your information on the Free Application for Federal Student Aid (FAFSA®).

Why does my child need to provide my information on the FAFSA?

Our dependency guidelines are determined by Congress and are different from those of the IRS. If your child is considered a dependent student, it doesn’t mean you, the parent(s), are required to pay anything toward your child’s education; this is just a way of looking at everyone in a consistent manner.

Which parent’s information should I include when completing the FAFSA?

If your child needs to report parent information, here are some guidelines to help.

Who's My Parent When I Fill Out My FAFSA? Graphic

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Who’s considered part of the household?

When completing your child’s FAFSA, your household size should include parents, any dependent student(s), and any other child who lives at home and receives more than half of their support from you. Also include any people who are not your children but who live with you and for whom you provide more than half of their support.

Do we need to wait to apply until I file my income taxes?

You do not need to wait until you file your federal tax return. Deadlines in some states are before the tax filing deadline so you’ll want to ensure your child fills out his or her FAFSA as soon as possible to maximize financial aid. If you haven’t filed your taxes by the time your child completes the FAFSA, you can estimate amounts based on the previous year if nothing has drastically changed. After you file your taxes, you’ll need to log back in to the FAFSA and correct any estimated information. If you’ve already filed your taxes, you can use the IRS Data Retrieval Tool to automatically pull in your tax information directly from the IRS into the FAFSA. The IRS Data Retrieval Tool will be available February 7, 2016.

Do I need to do this every year?

Yes, you and your child need to complete the FAFSA each year in order for your child to be considered for federal student aid. The good news is that each subsequent year you can use the Renewal Application option so you only have to update information that has changed from the previous year!

What else do I need to know before I begin?

You and your child will each need to get an FSA ID, which is made up of a username and password. It is used to confirm your identity when accessing your financial aid information and to electronically sign the FAFSA. You can save time by getting your FSA IDs prior to starting the FAFSA.

Certain information and documents are necessary to complete the FAFSA and it’s good to have them handy before you begin. Here’s a checklist to help you get ready.

Susan Thares is the Digital Engagement Lead at the Department of Education’s Office of Federal Student Aid.

Photo by Getty Images.

Why Students and Parents Need to Create Their Own FSA IDs


Each year, more than 18 million people submit a FAFSA, and the U.S. Department of Education provides more than $150 billion dollars in federal student aid. To protect the integrity of this important financial system and the private data of all of the students, parents and borrowers within it, it’s essential that only the FSA ID owner create and use their account.


In order to fill out and submit the Free Application for Federal Student Aid (FAFSA®), you now need an FSA ID, made up of a username and password that you create.

Although the FAFSA is considered your application, one of your parents will have to provide some information on the FAFSA and sign it, if you are considered a dependent student. Any parent, who wants to electronically sign the FAFSA, will need his or her own FSA ID.

To avoid problems with your financial aid down the road, you (and your parent, if that applies) should create your own FSA ID. Don’t let anyone—not your teacher, your financial aid counselor, your mom or dad, your best friend, or your second and third cousins—create your FSA ID for you. And you should not create one for your parent or anyone else.

For starters, it’s against the rules. The FSA ID has the same legal status as a written signature, so you should treat it like such. You’re not supposed to let someone else sign your name on a tax form or a job application. Well, the same goes for your FAFSA.

Also, one of the primary reasons people have issues with their FSA ID and need to call our contact center for help is because someone else created their FSA ID. If you don’t make your own FSA ID you are less likely to know or remember your username and password. And if you get locked out or need a reminder of your username or password, you are less likely to know the answers to your challenge questions or have access to the e-mail address associated with your account.

Don’t miss an important deadline because someone else created your FSA ID, and you can’t reset your password!

In addition to signing the FAFSA, you can use your FSA ID to do things like

  • import your tax information into your FAFSA from the Internal Revenue Service,
  • view and print an online copy of your Student Aid Report (SAR), and
  • sign your master promissory note.

Creating an FSA ID is simple and only takes a few minutes. To save time when you and your parent are filling out the FAFSA, create your own FSA ID before you begin the application. For more information, visit StudentAid.gov/fsaid.

Meet John King, Acting Secretary of Education

meetjohnking

Every New Year offers the chance for each of us to set new personal goals to make us healthier, happier, or more productive. In 2016, I hope you’ll join me as I recommit myself to ensuring that every child in America—regardless of background or circumstance—has access to an excellent education.

I’m honored and humbled by the opportunity President Obama has given me to build on the many accomplishments he and my friend Arne Duncan have achieved over the past seven years.

Education always has been a focal point in my life—both my parents were New York City public school educators. My father was a teacher and a principal. My mother was a teacher and guidance counselor. When I was 8, my mother passed away.  I then lived with my father who was suffering from undiagnosed Alzheimer’s disease and passed away when I was 12.

After that, I moved around between family members and schools. Home was an unpredictable and often scary place. But school, and the remarkable teachers who believed in my potential, offered me a safe haven. Because of them, I went on to become a high school social studies teacher, a middle school principal, and a state education commissioner—and now I have the tremendous privilege to serve you in this new role.

Watch a short video introduction from John King (Español)

Over the past seven years, we’ve made a lot of progress. More students than ever are being taught to college- and career-ready standards; dropout rates are at historic lows and graduation rates at all-time highs; and high quality preschool and higher education are within reach for more families.

But there is a lot more work to do. Our efforts in 2016 must be measured by the progress we make toward educational opportunity for all—so that no child’s fate is left to luck, no student’s destiny defined by circumstances.

In the weeks to come, I’ll be traveling across the country to visit with folks like you—students, parents, teachers, principals and community leaders—to highlight what’s working and hear about the challenges and opportunities that lie ahead.

I’ll also be asking you to help us accelerate progress in more classrooms.

In the meantime, please follow me on Twitter @JohnKingatED and ask me a question anytime using #AskJohnKing. Here’s wishing you a wonderful New Year!