This document provides an overview of President Obama's America's College Promise proposal to make two years of community college free. It discusses the history of similar proposals going back to the Truman Commission in 1947. It outlines the key components of Obama's plan, including federal and state funding. It also discusses benefits like increased access, concerns about the impact on private colleges, and questions around improving completion rates. Examples from Tennessee, Chicago, and Scotland are presented.
Fundraising for core educational programsDawn Urbanek
The Capistrano Unified School District has eliminated state mandated core educational programs due to a lack of adequate funding from the State of California and is relying on fundraising and donations to provide art and music for students. Those schools that cannot rise sufficient funds through donations have no art or music programs. Relying on fundraising and donations to provide state mandated minimum curriculum violates the equal protections laws of the United States and California. Presentation to the CUSD Board of Trustees January 27, 2016 to restore district funded visual and performing arts or to declare fiscal insolvency.
Fundraising for core educational programsDawn Urbanek
The Capistrano Unified School District has eliminated state mandated core educational programs due to a lack of adequate funding from the State of California and is relying on fundraising and donations to provide art and music for students. Those schools that cannot rise sufficient funds through donations have no art or music programs. Relying on fundraising and donations to provide state mandated minimum curriculum violates the equal protections laws of the United States and California. Presentation to the CUSD Board of Trustees January 27, 2016 to restore district funded visual and performing arts or to declare fiscal insolvency.
2-7-17 Presentation to the Cities of San Juan Capistrano and San Clemente regarding:
1) Impaction in our public schools as a result of the Ranch Development
2) Asbestos in our Public Schools - Grand Jury Recommendations- Districts Response
3) The State's Effect on CUSD's ability to provide a minimum education to its students.
Final Training Portfolio completed for Arizona State University. Created using a needs based assessment on an Arizona non-profit to create new training tools. Analyzed data and created a training program to aid in better prepared employees.
FY17 STEP Proposal Training is a presentation created by the Texas Department of Transportation (TxDOT) to better educate and equip employees as to the purpose, types, and management of STEP grants as it pertains to all participating subgrantees.
2-7-17 Presentation to the Cities of San Juan Capistrano and San Clemente regarding:
1) Impaction in our public schools as a result of the Ranch Development
2) Asbestos in our Public Schools - Grand Jury Recommendations- Districts Response
3) The State's Effect on CUSD's ability to provide a minimum education to its students.
Final Training Portfolio completed for Arizona State University. Created using a needs based assessment on an Arizona non-profit to create new training tools. Analyzed data and created a training program to aid in better prepared employees.
FY17 STEP Proposal Training is a presentation created by the Texas Department of Transportation (TxDOT) to better educate and equip employees as to the purpose, types, and management of STEP grants as it pertains to all participating subgrantees.
Beberapa program training yang dapat kami sajikan melalui In House training. Program-program ini di harapkan dapat membantu tim kerja menjadi lebih termotivasi sehingga pada akhirnya akan meningkatkan performance perusahaan/lembaga.
Business Proposal for Soft Line Cafe to operate at Al Yamamah UniversityNaja Faysal
This is a proposal prepared by Naja Faysal for Softline Cafe. The objectives of the proposal was to open up a branch of Softline Cafe in Alyamamah university. The results were superb. Today, Softline Cafe are in successful operation as coffee shop on the campus of Al yamamah university, Riyadh Saudi Arabia.
EDITORIAL College Free for AllAs the Democratic and Republi.docxSALU18
EDITORIAL College Free for All?
A
s the Democratic and Republican conventions loom on the horizon, higher education has not been a widely or deeply discussed issue. This is unfortunate. The economic security of the American people requires that each generation be educated to confront the social, environmental and technological challenges of our time and to appreciate the arts and literature, which nourish the personal and national soul.
This calls for greater access to a college or university education. U.S. leaders once hoped that by 2025, 60 percent of the population would be college-educated. So far it is closer to 30 percent. The curse of inequality continues to isolate the ruling elite from the common public. The average male high school dropout might earn $24,000 a year. One with a fouryear college degree might make $52,000, while an advanced degree could merit $67,000. On a salary of $62,000 a family might enjoy a comfortable lifestyle; but the average college graduate moves into public life overburdened by college debts.
A college education today is not a luxury; for many careers it is a personal necessity as well as a social good. Senator Bernie Sanders has proposed that the government should guarantee tuition for every student in a public university, which is 75 percent of the student population. This would be paid for by a tax on Wall Street. Hillary Clinton’s plan would spend $350 million in states that increase their funding, tighten rules on for-profit colleges, have students work for 10 hours a week and allow families to pay according to their income. Her plan would also offer some help to private colleges with high numbers of needy students. Jeb Bush offered the student a $50,000 line of credit to be repaid through federal income taxes over 25 years. Marco Rubio would “fundamentally overhaul higher ed” and supports night school and online degree programs.
A variety of theories explain the rising college costs at public institutions as a recent phenomenon. Critics blame luxurious dormitories and athletic centers and high-salaried administrators and professors. In many cases state legislators have lowered funding year by year, forcing public universities to raise tuition. High tuition can also be falsely perceived as a sign of quality, leading wealthier students to enroll and middle-class strivers to sacrifice and follow.
Proponents of free tuition, at least for the lower middle class, point to Germany, Finland, Norway and Sweden, all of which offer a free college education. It is “free” because fewer students attend college in these countries than in the United States and because citizens are willing to pay much higher income taxes. In the United States, with 50 different state educational systems, California’s public colleges were free until 50 years ago; and Tennessee, Oregon and the city of Chicago have recently provided or will soon provide free tuition for two-year colleges.
Whatever its limitations, the Sanders prog ...
6 July 25, 2011 www.ccweek.comIt’s an article of faith f.docxalinainglis
6 July 25, 2011 www.ccweek.com
I
t’s an article of faith for higher education poli-
cymakers across the country: while tuition at
four-year colleges is increasing at a dizzying
pace, community colleges offer an affordable
alternative for millions of students.
According to a new report, however, graduating
from a community college — the only affordable avenue
available for millions of
underprivileged and
minority students seeking
a college education — is
becoming out of reach for
growing numbers of stu-
dents as tuition increases
continue to outpace the
rise in family income.
Many states, mean-
while, are reducing higher
education spending as
they struggle to close
yawning budget deficits,
threatening community
college access, especially
for those students who tra-
ditionally have relied on
the 2-year institutions,
according to a report
issued by the National Center for Public Policy and
Higher Education.
“Many students are not able to keep pace with rising
tuition, because family earnings have lost ground over
C O V E R S T O R Y
A Graduating
Report: Costlier Colleges Threaten Access
BY PAUL BRADLEY
Thousands of community college students donned caps and gowns and graduated this spring.
But a new report suggests that the escalating cost of attending community college is limiting access
for students who most rely on the institutions.
“If current
trends
continue,
more students
will be priced
out of higher
education
altogether.”
— NATIONAL CENTER FOR
PUBLIC POLICY AND HIGHER
EDUCATION
AP
P
HO
TO
/C
HA
RL
ES
D
HA
RA
PA
K
www.ccweek.com July 25, 2011 7
the past decade,” the report said. “Median
family income, adjusted for inflation,
declined in the United States over the past
decade. At the same time, tuition at two-
and four-year colleges increased at a rate
faster than inflation or family income, and
student financial assistance did not keep
pace, exacerbating the college affordability
and college completion problems.”
“Concerns about college affordability
have most likely been driving many stu-
dents to community colleges. If current
trends continue, more students will be
priced out of higher education altogether,”
the report said.
The report found that tuition rates at
community colleges rose faster than family
income in every state except Maine since
1999. In California, home of the nation’s
largest community college system, the cost
of attending community college increased
77 percent between 1999 and 2009, while
median family income increased just 5 per-
cent, the report said.
Patrick Callan, founder and executive
director of the California-based center, said
the report documents a trend that has been
under way for 30 years. Over that time, the
cost of college has increased even faster
than the cost of health care, and much more
than inflation or family income.
Galloping Increases
The economic downturn has only
worsened the situation and undermines the
country’s goal of producing more college
graduates.
“Th.
6 facts you must know about student loans and college debtpauldylan06
Currently, there is a call for a more affordable college education, which makes sense. It comes on the heels of a recession that undercut the value of a college education. Even those with a college degree were not immune to the financial hit that the economy took and those still paying off their student loans were often left without the very job they had always assumed would pay off their educational debts. To know more facts about college loans visit http://www.theedadvocate.org/6-facts-you-must-know-about-student-loans-and-college-debt/
Article 8Education for All 2-Year Colleges Struggle to Preserve.docxdavezstarr61655
Article 8
Education for All? 2-Year Colleges Struggle to Preserve Their Mission. (Cover story)
The open-door policy at community colleges is unique in American highereducation. It allows all comers--a retired grandmother, an Army veteran, a laid-off machinist--to learn a skill or get a credential. That broad access--the bedrock of the community-college system--has prepared hundreds of millions of people for transfer to four-year colleges or entry into the work force.
But these days, the sector finds itself in a fight to save that signature trademark. As budgets dwindle and the pressure to graduate more students grows, community-college educators from instructors to presidents worry about the future. Less state and local money is making its way to college coffers, prompting painful choices. And the clarion call for the sector to produce more graduates, part of a nationwide effort to boost education levels, has forced colleges to use scarce resources for degree programs rather than for remedial courses.
The focus now is on the best-prepared students, and not on those who may never graduate. Community colleges foresee a day when access to all is no longer the norm but the exception.
"Community colleges are being hammered to increase graduation rates," says Gary D. Rhoades, a professor of highereducation at the University of Arizona, who also works with the Center for the Future of HigherEducation, a research group. "One way to do that is to change the sort of student you serve." Such a shift would profoundly affect the millions of low-income and minority students who look to attend community colleges every year, many of whom need remedial education first.
In a report in February, the American Association of Community Colleges sounded the alarm on how the national completion agenda is starting to affect community colleges. "In policy conversations," it said, "there is a silent movement to redirect educational opportunity to those students deemed 'deserving.' "
That is an uncomfortable thought for a sector that prides itself on being all things to all people all the time: offering English-language classes for immigrants and enrichment programs for senior citizens. But early evidence suggests that some community colleges are already making judgment calls about whom they educate, and how.
Many of those decisions center on remedial education, long an obstacle to improving graduation rates. Academically unprepared students are usually required to enroll in a sequence of remedial courses to get ready for college-level work. More than 60 percent of students at two-year colleges are steered into developmentaleducation, according to the Community College Research Center at Columbia University's Teachers College. Because a considerable number of students place into the bottom rung of those courses, it tends to take them a year or more to complete the sequence. Many fail, or do not progress, and just drop out.
Labeling low-level remedial courses a "dead en.
Financing the Dream: Securing College Affordability for the Middle ClassObama White House
This is a report from the White House Task Force on Middle Class Working Families: The Task Force is a major initiative targeted at raising the living standards of middle-class, working families in America. It is comprised of top-level administration policy makers, and in addition to regular meetings, it will conduct outreach sessions with representatives of labor, business, and the advocacy communities. More information is available at http://www.whitehouse.gov/strongmiddleclass/
Module OverviewLiberal and Market Models of Higher Education AlyciaGold776
Module Overview:
Liberal and Market Models of Higher Education Policy
Module Five focuses on two states, California and Minnesota, as the complexities of higher education policy are examined and the variety of political, social, economic, and environmental factors contributing to the ways in which policies are developed are discussed. These policies, in turn, deeply impact the higher education systems within both states, with a particularly strong influence on funding models for colleges and universities.
Higher Education Policy in California
The California Master Plan for Higher Education guided the development of three campus systems in California: the University of California (UC), California State University (CSU), and California Community Colleges systems (St. John, Daun-Barnett, & Moronski-Chapman, 2013). Nearly four out of five college students in California attend one of the three public education systems and three out of every four bachelor degrees awarded annually are from either the UC or CSU systems (Johnson, 2014). Yet, the state is facing somewhat of an education crisis and Johnson projects a shortfall of one million college graduates by 2025.
In recent years, the historic California model has broken down as the systems have been negatively impacted by the state’s fiscal woes. While colleges and universities have responded to funding cuts by reducing expenses, including cutting administrative costs and hiring more non-tenure track faculty, declines in state support have forced the UC system to increase tuition fees by 50% in three years while CSU fees have increase by 47% in the same period (Johnson, Cook, Murphy, and Weston, 2014). Students are increasingly becoming indebted in order to accomplish their educational goals in California; the average loan amounts among students have risen 36% between 2005 and 2010 (a figure adjusted for inflation) (Johnson, 2014). Hoping to save expenses, many students begin their college educations at California community colleges, which have become so overcrowded that in 2012, 137,000 students could not enroll into at least one class that they needed and community colleges resorted to “rationing” courses (Dellner, 2012). This evidence suggests new changes are needed in the California state system to support students at all levels of enrollment.
In part, California’s steady decreases in higher education funding are a consequence of a need to fund other state services; for example, Johnson (2012) notes that from 2002 to 2012, state expenditures for higher education fell by close to 10% whereas expenditures for corrections and rehabilitation increased by 26%. Historical trends suggest that the state’s priorities began shifting from higher education toward corrections since the 1970s, even though the majority of Californians (68%) opposed spending cuts in higher education to reduce state budget deficits and 62% supported spending cuts in corrections to balance state budgets (Baldassare, Bonner, Pet ...
Module OverviewLiberal and Market Models of Higher Education .docxaudeleypearl
Module Overview:
Liberal and Market Models of Higher Education Policy
Module Five focuses on two states, California and Minnesota, as the complexities of higher education policy are examined and the variety of political, social, economic, and environmental factors contributing to the ways in which policies are developed are discussed. These policies, in turn, deeply impact the higher education systems within both states, with a particularly strong influence on funding models for colleges and universities.
Higher Education Policy in California
The California Master Plan for Higher Education guided the development of three campus systems in California: the University of California (UC), California State University (CSU), and California Community Colleges systems (St. John, Daun-Barnett, & Moronski-Chapman, 2013). Nearly four out of five college students in California attend one of the three public education systems and three out of every four bachelor degrees awarded annually are from either the UC or CSU systems (Johnson, 2014). Yet, the state is facing somewhat of an education crisis and Johnson projects a shortfall of one million college graduates by 2025.
In recent years, the historic California model has broken down as the systems have been negatively impacted by the state’s fiscal woes. While colleges and universities have responded to funding cuts by reducing expenses, including cutting administrative costs and hiring more non-tenure track faculty, declines in state support have forced the UC system to increase tuition fees by 50% in three years while CSU fees have increase by 47% in the same period (Johnson, Cook, Murphy, and Weston, 2014). Students are increasingly becoming indebted in order to accomplish their educational goals in California; the average loan amounts among students have risen 36% between 2005 and 2010 (a figure adjusted for inflation) (Johnson, 2014). Hoping to save expenses, many students begin their college educations at California community colleges, which have become so overcrowded that in 2012, 137,000 students could not enroll into at least one class that they needed and community colleges resorted to “rationing” courses (Dellner, 2012). This evidence suggests new changes are needed in the California state system to support students at all levels of enrollment.
In part, California’s steady decreases in higher education funding are a consequence of a need to fund other state services; for example, Johnson (2012) notes that from 2002 to 2012, state expenditures for higher education fell by close to 10% whereas expenditures for corrections and rehabilitation increased by 26%. Historical trends suggest that the state’s priorities began shifting from higher education toward corrections since the 1970s, even though the majority of Californians (68%) opposed spending cuts in higher education to reduce state budget deficits and 62% supported spending cuts in corrections to balance state budgets (Baldassare, Bonner, Pet.
2. BACKGROUND
Over 25 years of business, consulting, and leadership experience.
Over 10 years as an educator
Doctorate in business from Nova Southeastern University in Ft. Lauderdale
Masters in business from LIU in NY.
Bachelors in business Baruch College CUNY in NY.
Managing Partner: R Squared Group
4. OVERVIEW
In January, 2015 the President unveiled the America’s College Promise proposal to
make two years of community college free for responsible students, letting
students earn the first half of a bachelor’s degree and earn skills needed in the
workforce at no cost. The financial and staffing implications of such a change are
enormous for both two-year and four-year schools. In addition, the changes for
U.S. Colleges in terms of how they operate, financial institutions, Government
oversight, and student opportunity and responsibility are significant. This
presentation will review and help explain what the overall impact may be.
Overview of the Plan
President Obama laid out the general components of the plan when he spoke at
Pellissippi State Community College, in Knoxville, Tenn., on Jan. 9, 2015. The
federal government would pay three-quarters of the average cost of community
college tuition- about $3,800 a year for two years-and participating states would
cover the remaining cost. If all 50 states buy in, the Obama administration says 9
million students could benefit. The White House estimates that the initiative would
cost the federal government $60 billion over 10 years.
5. THE IDEA IS NOT NEW!
“The time has come to make education through the 14th grade available in
the same way that high school education is now available. This means
tuition-free education should be available in public institutions to all
youth for the traditional freshman and sophomore years or for the
traditional two-year junior college course.”
Although it may sound similar, this statement was not uttered by President
Obama. It was, in fact, a declaration made by the United States’ first
national commission on higher education, the Truman Commission, in
1947.
6. WHAT OCCURRED FROM THE TRUMAN PROPOSAL
It laid the foundation for the landmark Higher Education Act of 1965.
Many state governments moved ahead with plans to expand public higher
education, in particular by creating or enlarging community colleges, in
the years after World War II.
Framing higher education as a public good, the commission argued that an
educated citizenry provided the best hope for preserving democratic
freedom, achieving economic security and even promoting world peace.
7. THE PROPOSAL
The proposal, modeled in part on programs in Tennessee and Chicago,
promises to use federal and state dollars to eliminate the costs
associated with tuition and fees at community colleges for students
who enroll at least part-time and maintain a 2.5 grade point average.
The White House estimates that the free tuition program would cost $6
billion a year. But that money would simply replace the tuition students
were already paying, not increase colleges’ revenue. States would be
required to pay for one-quarter of this tuition subsidy. Some may raise
that money by decreasing the direct subsidies they give colleges now,
which currently cover approximately two-thirds of the cost of educating
each student.
8. KEY GOAL
The ability to provide a debt-free route to a college education for all
Americans willing to work for it.
9. THE CONCERNS
Private Institutions could not compete.
Small Colleges would close
Public Institutions would be vulnerable to Government Control
These same concerns have been discussed with President Obama’s
proposal.
Less Competition
Diminished Markets.
Higher education experts have questioned the "last dollar" funding method,
because only students who don't receive enough financial aid would
benefit. In a sense, those with the least financial need would benefit the
most from such programs
10. THE BENEFITS
Renews the nation’s promise to provide educational opportunity to all who
are willing to work for it.
It serves as a reminder that education is not just a private benefit, open
only to those who can afford it, but a public good worthy of investment.
The possibility for all citizens to participate in envisioning and constructing
a better society.
11. THE QUESTIONS ABOUT SUCCESS
Of all of the students who enrolled in public community college for the first
time in the fall of 2003, only one-quarter earned any kind of certificate or
associate’s degree within six years. Another 12% earned a bachelor’s
degree within that six-year period.
City University of New York’s Accelerated Studies in Associate Programs
(ASAP), have doubled the graduation rate for participants. But at a cost:
ASAP costs 60% more per student than the standard CUNY program.
12. AACC
The American Association of Community Colleges (AACC) enthusiastically
welcomes President Obama's bold proposal to eliminate tuition for
students in certain community college programs. Like the state and
local initiatives it builds upon, the president's proposal dramatically
underscores the importance of obtaining a postsecondary education in
today's economy.
"AACC has been hard at work identifying the promising practices that our
member institutions have implemented to increase student access and
success. The president's proposal certainly fits into that category," said
AACC President and CEO Dr. Walter G. Bumphus. "This is an exciting
day for the nation's community colleges."
As the voice of the nation's community colleges, the American Association
of Community Colleges (AACC), delivers educational and economic
opportunity for 13 million diverse students in search of the American
Dream. Uniquely dedicated to access and success for all students
13. TENNESSEE
the "Tennessee Promise," which Gov. Bill Haslam announced last year in
his State of the State address. Under the plan, Tennessee high school
graduates – beginning with those graduating this spring – receive two
years of tuition-free community or technical college in the state if they
enroll full time and maintain a 2.0 GPA. The state will cover remaining
tuition costs after other grants, including federal Pell Grants, are taken
into account, under what is known as the "last dollar" funding method.
So far, 57,000 students have applied for the program.
14. CHICAGO
Chicago also initiated a free community college plan in 2014, which would
require students to have a 3.0 high school GPA and have no need for
remediation upon entering college.
15. STARBUCKS
Starbucks' announcement that it's offering a free college education to all
employees has received criticism from several educational policy
experts about the scope of its benefits.
The company said Monday that the program, offered to all 135,000 of its
U.S. employees, would give full tuition reimbursement to employees
who work at least 20 hours a week and are enrolled in Arizona State
University's online program as juniors or seniors starting this fall.
Freshmen and sophomores are eligible for scholarships as well, but not full
reimbursement.
Under the program, students must first complete 21 credits at ASU — or
seven courses — before they are eligible for a payout.
For online students, ASU undergraduate tuition ranges from $480 to $543
per credit hour, regardless of residency status and without additional
program fees. That means 21 credits would cost at least $10,000.
16. STARBUCKS CON’T
Juniors and seniors will receive $2,420 per semester in this upfront
scholarship, and Starbucks will reimburse the difference. Freshmen and
sophomores will get a scholarship of $1,267 per semester with no
Starbucks reimbursement, The Chronicle reported.
The scholarship represents 22% of tuition costs for freshmen and
sophomores and 42% of tuition costs for juniors and seniors, Jaime
Riley, Starbucks spokeswoman, said in an e-mail to USA TODAY
Network.
The Starbucks program does not truly address the cost of college and is
more like a "quasi-tuition reimbursement plan," said Rachel Fishman,
education policy analyst with the New America Foundation.
"In this scenario, you have the employer taking on some of the costs, but
the costs are shifted on the students until they can complete," Fishman
said in an interview with USA TODAY Network.
17. SCOTLAND
in 1999, Scotland voted in favor of creating its own parliament, and that
governing body got the responsibility for higher education. Scotland decided
college should be free up front, even if students had to contribute after
graduation. Beginning in 2001, tuition fees were abolished, and college
graduates had to pay £2,000, around $3,000, to the Scottish government the
year they graduated if they were earning at least £10,000, or $15,000, per
year.
In 2008, the Scottish government, led by the pro-independence Scottish National
Party, got rid of the post-graduation fee. College in Scotland became
completely free. Students were eligible for government support to pay living
expenses, too, through grants and loans adding up to £7,250, or about
$11,200, per year for students from the poorest families.
One argument in favor of free tuition is that it could encourage students to apply
to college who otherwise would think they couldn't afford it. "Everyone can
afford college because it's free" is a clearer message than "college might
look expensive, but you probably won't end up paying what colleges say
they charge."
18. SCOTLAND CON’T
The main criticism of Scotland's free tuition is that it's regressive: Students
still take on some debt to pay living expenses even though tuition is
free. And the burden of that debt falls more heavily on poor students
than others.
Students in Scotland from families making less than £30,000 per year, or
about $46,000, took out 70 percent of the student loans borrowed that
year, even though those students make up only 45 percent of the
college-going population, according to an analysis by Lucy Hunter
Blackburn, a former head of higher education for the Scottish
government who is a consistent critic of the free tuition plan.
Most of the arguments about Scotland's system are about whether it's more
or less generous than the way students elsewhere in the UK pay for
college. But the debate over higher education in the US is now
confronting some of the same issues.
19. THE CLINTON PROPOSAL
“New College Compact” with the primary aim of allowing students to attend in-state colleges or universities
without ever having to take out a loan.
About half the cost of Clinton’s $350 billion plan will go towards grants meant to ensure “tuition without
borrowing” through federal cash incentives provided to states.
Under Clinton’s plan, students would also get free tuition at community colleges; an initiative that has
also been floated by President Obama.
Interest rates on current loans could be reduced by allowing for refinancing at current federal rates; a move
Clinton says will save thousands of dollars in interest payments over the lives of loans for an estimated
25 million borrowers.
Clinton contends her plan could be paid off in 10 years by closing tax loopholes and deductions often
leveraged by the wealthiest Americans.
The Clinton proposal comes amid a flurry of similar proposals from Democratic presidential candidates
seeking to appeal to the younger generation of voters burdened by debt from higher education.
21. FUTURE TRENDS AND IMPORTANT ISSUES
Students do not value an education if they
haven’t paid for it.
Job markets are already flooded — will this
actually help students get jobs?
“Free” education is not really free — taxpayers
will have to pick up the slack.
I didn’t have America’s College Promise and
it worked out all right for me.
Couldn’t this actually limit student access to
community colleges by driving up fees and
pricing community colleges out of the market for
typical students?