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Author: Alexander K. Mayer
Publisher:
ISBN:
Category :
Languages : en
Pages : 6
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Book Description
Access to college has increased substantially over the last 50 years, but student success--defined as the combination of academic success and degree or certificate completion--has not kept pace. Student success, moreover, generally correlates with students' financial resources: Students from high-income families attend and complete college at higher rates than low-income students. There have been marked successes in college access since the passage of the Higher Education Act of 1965, which extended need-based financial assistance to the general population for the first time. Given the size of the financial aid system ($226 billion), renewed attention to innovations in financial aid could lead to improvements in student success. However, it is challenging to determine whether financial aid does in fact improve student success, because the factors associated with financial need, such as low family income, are also associated with a lack of academic success, making it difficult to isolate the effect of additional financial aid on student achievement. Using randomized controlled trials helps overcome this challenge. MDRC and other researchers have partnered with institutions across the country to conduct large, randomized controlled trials of innovations in financial aid, demonstrating that financial aid innovations and rigorous research can be effectively paired to produce reliable, useful evidence. They recommend encouraging financial aid innovation paired with evaluation research, especially randomized controlled trials. This testimony focuses on: (1) Year-round financial aid; (2) Federal Work-Study and satisfactory academic progress requirements; and (3) Clarifying opportunities for innovation.
Author: Alexander K. Mayer
Publisher:
ISBN:
Category :
Languages : en
Pages : 6
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Book Description
Access to college has increased substantially over the last 50 years, but student success--defined as the combination of academic success and degree or certificate completion--has not kept pace. Student success, moreover, generally correlates with students' financial resources: Students from high-income families attend and complete college at higher rates than low-income students. There have been marked successes in college access since the passage of the Higher Education Act of 1965, which extended need-based financial assistance to the general population for the first time. Given the size of the financial aid system ($226 billion), renewed attention to innovations in financial aid could lead to improvements in student success. However, it is challenging to determine whether financial aid does in fact improve student success, because the factors associated with financial need, such as low family income, are also associated with a lack of academic success, making it difficult to isolate the effect of additional financial aid on student achievement. Using randomized controlled trials helps overcome this challenge. MDRC and other researchers have partnered with institutions across the country to conduct large, randomized controlled trials of innovations in financial aid, demonstrating that financial aid innovations and rigorous research can be effectively paired to produce reliable, useful evidence. They recommend encouraging financial aid innovation paired with evaluation research, especially randomized controlled trials. This testimony focuses on: (1) Year-round financial aid; (2) Federal Work-Study and satisfactory academic progress requirements; and (3) Clarifying opportunities for innovation.
Author: Laura W. Perna
Publisher: Routledge
ISBN: 1135106703
Category : Education
Languages : en
Pages : 253
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Book Description
Despite decades of substantial investments by the federal government, state governments, colleges and universities, and private foundations, students from low-income families as well as racial and ethnic minority groups continue to have substantially lower levels of postsecondary educational attainment than individuals from other groups. The State of College Access and Completion draws together leading researchers nationwide to summarize the state of college access and success and to provide recommendations for how institutional leaders and policymakers can effectively improve the entire spectrum of college access and completion. Springboarding from a seminar series organized by the Advisory Committee on Student Financial Assistance, chapter authors explore what is known and not known from existing research about how to improve student success. This much-needed book calls explicit attention to the state of college access and success not only for traditional college-age students, but also for the substantial and growing number of "nontraditional" students. Describing trends in various outcomes along the pathway from college access to completion, this volume documents persisting gaps in outcomes based on students’ demographic characteristics and offers recommendations for strategies to raise student attainment. Graduate students, scholars, and researchers in higher education will find The State of College Access and Completion to be an important and timely resource.
Author: Dennis P. Jones
Publisher:
ISBN:
Category :
Languages : en
Pages : 25
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Book Description
The College Access and Completion Innovation Fund proposed by the Obama administration in the FY 2009-10 budget holds considerable promise as a tool to leverage badly needed change in higher education nationally--and especially in California. It is potentially the most flexible tool among those currently available to promote attainment of President Obama's goal for higher education: "by 2020, America will once again have the highest proportion of college graduates in the world." Presumably, states will have considerable latitude in ways they use funds to further the College Completion agenda. Accordingly, this policy brief has been written with two goals in mind: (1) To contribute to the on-going discussion about the design criteria that should be established at the federal level to govern state use of College Completion Program funds; and (2) To recommend a subset of activities that would do the most to further California's contribution toward the national goal. The specific design criteria for the program recommended to the federal government are as follows: (1) Funds should be allocated to state higher education agencies or entities designated to act in their stead; (2) States receiving program funds should commit to establishing College Completion goals that contribute at least each state's fair share of meeting the national goal; (3) The notion of "college completers" should be broadly defined to include certificates with workplace acceptance as well as associate and baccalaureate degrees; (4) The innovations funded should be designed at scale; they should not be "demonstration projects" that might later be taken to scale; (5) The program should fund state initiatives and should not be a device for distributing resources across the full spectrum of institutions. States should be encouraged to direct investments centrally or towards the types of institutions that can make the greatest contributions to achieving the goal; (6) The program should encourage solutions designed to educate more adults; (7) Funds should be used for one-time purposes; they should not be used to create on-going commitments requiring eventual state replacement of federal funds; and (8) The program should emphasize actions taken by postsecondary institutions, not the public schools. This paper catalogues several approaches to utilizing funds within these criteria. These are of two kinds: approaches that fund activities designed to improve college completion directly and incentives that retrospectively reward institutions for greater success. (Contains 6 figures and 9 footnotes.).
Author: Barbara Schneider
Publisher: John Wiley & Sons
ISBN: 1118872258
Category : Education
Languages : en
Pages : 115
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Book Description
Gaining an understanding about the barriers in transitioning from high school to college is crucial to improving college access and matriculation—particularly for low-income families and first-generation college-goers. These obstacles include many factors, such as: Lack of access to resources at home or school Not having a rigorous college-preparatory curriculum or not taking advantage of these courses Misperceptions about the college-going process. This volume introduces innovative and effective ways to ease the transition process. One essential question examined is the role of high schools and whether they should take a more active role in preparing students for college. While some interventions in this issue are designed for school-wide implementation, others are more targeted and focus on certain aspects of the college process such as financial aid, but all recognize the role of high schools in shaping students’ college-going aspirations and behavior. By including the most cutting-edge and rigorous research on improving college access, this volume: Delineates the obstacles adolescents face in their transition from high school to college Increases understanding of the mechanisms contributing to gaps in college enrollment Highlights how interventions can help to ease these challenges. This is the 140th volume of New Directions for Youth Development, the Jossey-Bass quarterly report series dedicated to bringing together everyone concerned with helping young people, including scholars, practitioners, and people from different disciplines and professions.
Author: Tiffany Beth Mfume
Publisher: Rowman & Littlefield
ISBN: 1475818971
Category : Education
Languages : en
Pages : 161
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Book Description
What Works at Historically Black Colleges and Universities (HBCUs): Nine Strategies for Increasing Retention and Graduation Rates will have broad appeal within the field of education and beyond. While the primary audience for this book is the faculty, staff, administrators, students, alumni, and campus community of the current 105 HBCUs in the United States, this book is written to appeal to all professionals in the field of higher education, guidance counselors and administrators in P-12 education, sociologists and social scientists, and scholars who study change management, outcomes assessment, and success in any organized structure or system.
Author: Svenja Falk
Publisher: Springer
ISBN: 3319387952
Category : Law
Languages : en
Pages : 196
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Book Description
This book focuses on the implementation of digital strategies in the public sectors in the US, Mexico, Brazil, India and Germany. The case studies presented examine different digital projects by looking at their impact as well as their alignment with their national governments’ digital strategies. The contributors assess the current state of digital government, analyze the contribution of digital technologies in achieving outcomes for citizens, discuss ways to measure digitalization and address the question of how governments oversee the legal and regulatory obligations of information technology. The book argues that most countries formulate good strategies for digital government, but do not effectively prescribe and implement corresponding policies and programs. Showing specific programs that deliver results can help policy makers, knowledge specialists and public-sector researchers to develop best practices for future national strategies.
Author: Carmen Păunescu
Publisher: Springer Nature
ISBN: 3030840441
Category : Business & Economics
Languages : en
Pages : 316
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Book Description
This open access book offers unique and novel views on the social innovation landscape, tools, practices, pedagogies, and research in the context of higher education. International, multi-disciplinary academics and industry leaders present new developments, research evidence, and practice expertise on social innovation in higher education institutions (HEIs), across academic and professional disciplines. The book includes a selected set of peer-reviewed chapters presenting different perspectives against which relevant actors can identify and analyse social innovation in HEIs. The volume demonstrates how HEIs can respond to societal challenges, support positive social change, and contribute to the development of international public policy discourse. It answers the question ‘how does the present higher education system, in different countries, promote social innovation and create social change and impact’. In answering this question, the book identifies factors driving success as well as obstacles. Furthermore, it examines how higher education innovation assists societal challenges and investigates the benefits of effective social innovation engagement by HEIs. The interdisciplinary approach of the volume makes it a must-read for scholars, students, policy-makers, and practitioners of economics, education, business and management, political science, and sociology interested in a better understanding of social innovation.
Author: United States. Congress
Publisher:
ISBN:
Category : Law
Languages : en
Pages : 2538
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Book Description
The Congressional Record is the official record of the proceedings and debates of the United States Congress. It is published daily when Congress is in session. The Congressional Record began publication in 1873. Debates for sessions prior to 1873 are recorded in The Debates and Proceedings in the Congress of the United States (1789-1824), the Register of Debates in Congress (1824-1837), and the Congressional Globe (1833-1873)
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 446
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Book Description
Author: United States. Congress. House. Committee on Appropriations. Subcommittee on the Departments of Labor, Health and Human Services, Education, and Related Agencies
Publisher:
ISBN:
Category : Administrative agencies
Languages : en
Pages : 1668
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