4 Discussion 6: Review of Four Indiana State Policies Author’s Name Institutional Affiliation Course Name Instructor Due Date Discussion 6: Review of Four Indiana State Policies In Chapter 9, St. John, Daun-Barnett, and Moronski-Chapman (2013) discuss four state policies in Indiana, which ensure low-income students have better chances of getting higher education opportunities. These state policies are the 21st Century Scholars (TFCS) program, Core 40, Indiana Project on Academic Success (IPAS), and the DREAM Act Bill. The State of Indiana and tuition facilitates the financing of these policies. Specifically, funding is attained through need-based student aid and public tuition charges. This coordination ensures that neither the parents nor the state is overwhelmed with funding the learners. Higher education institutions play a limited role in supporting these four state policies. These policies rely on financial incentives for students, colleges, and schools. Higher education systems play a tiny part in offering support services to students in this regard. Nevertheless, they have tried to implement retention projects through policies such as IPAS.            Regarding the outcome of these policies, for starters, they have improved academic preparation among students in high school. These students are better prepared to succeed in higher learning institutions. However, despite the academic preparation facilitated by the policies, there have been no notable improvements in high school graduation rates among the different racial/ethnic groups. Nevertheless, the SAT scores in Indiana have been considerably better compared to other states in the country (St. John, Daun-Barnett, & Moronski-Chapman, 2013). Also, degree completion, college access, and diversity have been remarkably good in Indiana due to these policies. Out of the four policies, the one that I feel has had the greatest success in eradicating inequalities, supporting students’ progress, and enhancing learners’ access to higher education is the TFCS program. This program not only funds needy students but also prepares them from an early age to be model citizens who do not engage in vices such as drug abuse. It guides both parents and students to take practices that will facilitate good learning outcomes. Reference St. John, E. P. S., Daun-Barnett, N., & Moronski-Chapman, K. M. (2013). Public policy and higher education: Reframing strategies for preparation, access, and college success. Routledge. Vera Discussion: Hello all,             In higher education financing a student’s tuition is a critical part of enrollment and admissions. The principal component of the funding for state colleges and universities comes from the state government, and ultimately tax dollars. Federal money is available through loans and grants to students, but the schools are primarily depending on state support. Our textbook presented four different higher education plans from California, Indiana, M.

1. 4
Discussion 6: Review of Four Indiana State Policies
Author’s Name
Institutional Affiliation
Course Name
Instructor
Due Date
Discussion 6: Review of Four Indiana State Policies
In Chapter 9, St. John, Daun-Barnett, and Moronski-Chapman
(2013) discuss four state policies in Indiana, which ensure low-
income students have better chances of getting higher education
opportunities. These state policies are the 21st Century Scholars
(TFCS) program, Core 40, Indiana Project on Academic Success
(IPAS), and the DREAM Act Bill. The State of Indiana and
tuition facilitates the financing of these policies. Specifically,
funding is attained through need-based student aid and public
tuition charges. This coordination ensures that neither the
parents nor the state is overwhelmed with funding the learners.
Higher education institutions play a limited role in supporting
these four state policies. These policies rely on financial
incentives for students, colleges, and schools. Higher education
systems play a tiny part in offering support services to students
in this regard. Nevertheless, they have tried to implement
retention projects through policies such as IPAS.
Regarding the outcome of these policies, for starters,
they have improved academic preparation among students in
high school. These students are better prepared to succeed in

2. higher learning institutions. However, despite the academic
preparation facilitated by the policies, there have been no
notable improvements in high school graduation rates among the
different racial/ethnic groups. Nevertheless, the SAT scores in
Indiana have been considerably better compared to other states
in the country (St. John, Daun-Barnett, & Moronski-Chapman,
2013). Also, degree completion, college access, and diversity
have been remarkably good in Indiana due to these policies. Out
of the four policies, the one that I feel has had the greatest
success in eradicating inequalities, supporting students’
progress, and enhancing learners’ access to higher education is
the TFCS program. This program not only funds needy students
but also prepares them from an early age to be model citizens
who do not engage in vices such as drug abuse. It guides both
parents and students to take practices that will facilitate good
learning outcomes.
Reference
St. John, E. P. S., Daun-Barnett, N., & Moronski-Chapman, K.
M. (2013). Public policy and higher education: Reframing
strategies for preparation, access, and college success.
Routledge.
Vera Discussion:
Hello all,
In higher education financing a student’s tuition is a
critical part of enrollment and admissions. The principal
component of the funding for state colleges and universities
comes from the state government, and ultimately tax dollars.
Federal money is available through loans and grants to students,
but the schools are primarily depending on state support. Our
textbook presented four different higher education plans from
California, Indiana, Minnesota, and Michigan. These programs

3. relied on state and federal funding but supplemented their
budget with tuition in varying ways. Although each system
began well and produced good results initially, all are faltering
with recent downturns in the economy and political climate.
California and its’ “Master Plan” developed a three-
tiered system that promised education for all. Minnesota
developed a high tuition system that subsidized “need-based”
students with federal grant money. Indiana’s system of reaching
out to high school students who would pledge to prepare for
college in exchange for scholarships and grants is financed by
the state budget. Michigan has high tuition and lower aid mode
but their state colleges have constitutional autonomy. The
Michigan colleges have adopted performance-based state
funding models over the last couple of decades. Indiana has
managed a hybrid system of need and merit scholarship funded
by the state government. These four states have taken divergent
paths to budgetary issues, but unfortunately, all have struggled
to control tuition and enrollment numbers are declining
All of these legacy systems require updates and have
deficits in access. Arguably the Michigan system is the most
resilient, but also has the worst track record for diversity and
access. California has historically enjoyed good access and
diversity but tuition increase and loss of grant monies have
impeded low-income students from enrolling. Minnesota also
has higher than average tuition, eroding state and federal aid,
and is suffering from poor student outcomes. Of the four
Indiana may have the best and most balanced system. Although
they have also struggled with retention and outcomes, access
and minority enrollment have improved in the last decade.
All of these systems need updates and improvements to
their state higher education systems and funding. Relying on tax
dollars is a precarious funding model and each state system
must work to find alternative paths to financial security while
improving diversity, access, and outcomes.
I hope you all are having a good week and I look forward to

4. reading the posts,
Vera
References:
St. John, E., Daun-Barrett, N., & Moronski-Chapman, K.
(2018). Public Policy and Higher Education: Reframing
Strategies ... Retrieved May 14, 2020,
from https://www.researchgate.net/publication/266387302_Publ
ic_Policy_and_Higher_Education_Reframing_Strategies_for_Pr
eparation_Access_and_College_Success
Emily Discussion:
Indiana’s higher education policies have greatly impacted
college preparation, access and funding. All four policies
focused heavily on providing access to students who come from
low-income families. The one that really seemed to have the
greatest influence was the 21st Century Scholar’s program as it
required the students to make a commitment to graduate without
participating in compromising activities; it also allows the
students to choose which institutions they would attend rather
than forcing students to attend only public institutions (St.
John, Daun-Barnett, Moronski-Chapman, 2018, p. 178-182).
Additionally, the requirements for the Core 40 diploma were
also beneficial for preparing students for higher education
curriculum. The preparation from the Core 40 diploma
curriculum allowed for an increase in enrollment; even though
the Core 40 is the default curriculum, parents can opt for their
students to not follow it, which can benefit some students (St.
John, et. al, 2018, p. 184).
The Anti-Dream Act poses several issues for access for
students. The lack of support for undocumented students to
receive aid creates another barrier for access (St. John, et. al,
2018, p. 196-197). Providing fair and equal access to education
is a goal for many institutions, and policies such as the Anti-

5. Dream Act can prohibit well-qualified, ambitious and
knowledgeable students to opportunity to receive an education
and benefit society. This policy demonstrates the conservative
political atmosphere that Indiana has embraced.
Overall, the four policies appear to be funded by the state.
Indiana made the commitment to fund the full four years for
students who pledged and fulfilled the 21st Century Scholar’s
program requirements; while the state was able to maintain
these commitments for a while, they became unsustainable (St.
John, 2018, p. 186-187). In more recent years, Indiana is in
danger of becoming a high tuition/low aid state which is not
congruent with the 21st Century and Core 40 policies that the
state initiated (St. John, et. al, 2018, p. 187). In order to sustain
the funding needed for the policies, the state has turned to
performance-based funding. The percentage has drastically
changed over the past 10 years, but the 5% allocation may
negatively affect graduation and tuition rates (St. John, et. al,
2018, p. 197). Performance based funding can motivate
institutions to try and improve many aspects for enrollment,
tuition and statistics, however, it can negatively impact
institutions that are already performing well.
Indiana has created polices that have increased access to higher
education and improved college preparation. Policies such as
21st Century Scholar’s program and the Core 40 policy have
allowed for students who may be underrepresented or
disadvantaged to receive more access to higher education
institutions. Policies such as performance-based funding have
the potential to positively or negatively impact access to higher
education. If the state funding continues to decrease, access,
graduation rates and competition rates will continue to be
negatively impacted and can lead to detrimental consequences
for students and society.
References
St. John, E. P., Daun-Barnett, N., & Moronski-Chapman, K. M.
(2018). Public policy and higher education: Reframing
strategies for preparation, access and college success (2nd ed.).

6. New York, NY: Taylor & Francis.