The document summarizes and examines proposed changes to the federal student loan program by the Department of Education. The proposal aims to address the rapidly growing student loan debt by defining new eligibility requirements for educational programs to qualify for federal student aid. It would require institutions to report more data on program costs and student outcomes. Programs would need to meet debt-to-earnings ratios to remain eligible. The implications could significantly impact students, institutions, and the economy. While the goals are reasonable, concerns are raised about the proposal's simplicity and aggressive timeline. An alternative is suggested that takes a more thorough, complex approach and reduces risks to students.
The Blue Ribbon Task Force on State Higher Education Reform held a webinar to discuss recommendations on funding, accountability, and governance for state universities. They aimed to refine, improve, accept, table or reject proposed recommendations and identify areas needing further work. Next meeting dates were established to continue discussions and finalize recommendations by October 30th.
ACT is launching a multi-year initiative to expand dual enrollment programs across the US. With several national education organizations, ACT will work with federal and state policymakers to ensure all eligible high school students can earn college credit through dual enrollment programs at little to no cost. Research shows dual enrollment can help students complete bachelor's degrees faster by easing the transition to college and reducing costs. ACT's goal is to increase access to high-quality dual enrollment programs based on components like academic rigor, instructor qualifications, and student outcomes.
The monthly ACA meeting provided updates from various UT programs and offices:
- The Business Foundations Program shared details on course enrollment numbers, tracks, and a summer institute program. They are looking for volunteers to evaluate equivalency course lists.
- The Office of Student Financial Services discussed changes to Satisfactory Academic Progress policies around GPA, pace, and maximum credit thresholds for receiving financial aid.
- The Bridging Disciplines Program introduced team members and reminded of the application deadline of October 17th.
- The First-Year Experience Office announced upcoming mentor applications and shared information on signature courses for transfer/upperclassmen students.
The document summarizes a review of North Carolina's NC REACH post-secondary education program for foster youth. It finds that while the program has increased college enrollment for foster youth, there is insufficient data to determine whether program support services like mentoring and tutoring are effective. It recommends a formal program evaluation be conducted to evaluate the program's structure, outcomes, and efficiency in meeting its goals.
This document provides a summary and draft recommendations from Florida's Blue Ribbon Task Force on State Higher Education Reform. It catalogs previous recommendations from other reports and outlines draft recommendations in the areas of accountability, funding, and governance. The key recommendations include:
1. Enhancing the Board of Governor's accountability framework to focus on outcome-based metrics like employment rates, degrees in strategic areas, cost per graduate, and graduate salaries.
2. Differentiating tuition rates between universities and programs, with no tuition increases for 3 years for high-skill, high-wage degrees that are important to the state economy.
3. Rewarding "Preeminent Universities" that meet specific metrics with more flexibility in
This document provides a draft summary of recommendations from various efforts addressing reform of Florida's higher education system. It catalogs recommendations in the areas of accountability, funding, and governance. For accountability, it recommends enhancing metrics around outcomes like employment and enhancing alignment between university and state strategic plans. For funding, it discusses balancing access with excellence and tying funding to performance metrics. For governance, it recommends tying decreased regulation and flexibility to achieving strategic plan outcomes.
Only 24% of Oregon community college students completed an associate's degree or certificate within 7 years, putting the state's education goals in jeopardy. While colleges have introduced strategies to improve student success, capacity limitations mean these strategies reach less than 25% of students. The audit recommends targeted investments and increased coordination, support, and data analysis capacity to help more students complete degrees and meet state completion goals.
The document summarizes primary research conducted to understand the target audience for graduate programs offered by the University of Missouri's Health Management and Informatics Department. A survey of 34 professionals in Missouri found that most respondents were likely to further their education, especially for an online program with monthly in-person classes. Interviews with alumni found that most learned of the program through other alumni and would recommend it due to career benefits received after completing the program.
The Blue Ribbon Task Force on State Higher Education Reform held a webinar to discuss recommendations on funding, accountability, and governance for state universities. They aimed to refine, improve, accept, table or reject proposed recommendations and identify areas needing further work. Next meeting dates were established to continue discussions and finalize recommendations by October 30th.
ACT is launching a multi-year initiative to expand dual enrollment programs across the US. With several national education organizations, ACT will work with federal and state policymakers to ensure all eligible high school students can earn college credit through dual enrollment programs at little to no cost. Research shows dual enrollment can help students complete bachelor's degrees faster by easing the transition to college and reducing costs. ACT's goal is to increase access to high-quality dual enrollment programs based on components like academic rigor, instructor qualifications, and student outcomes.
The monthly ACA meeting provided updates from various UT programs and offices:
- The Business Foundations Program shared details on course enrollment numbers, tracks, and a summer institute program. They are looking for volunteers to evaluate equivalency course lists.
- The Office of Student Financial Services discussed changes to Satisfactory Academic Progress policies around GPA, pace, and maximum credit thresholds for receiving financial aid.
- The Bridging Disciplines Program introduced team members and reminded of the application deadline of October 17th.
- The First-Year Experience Office announced upcoming mentor applications and shared information on signature courses for transfer/upperclassmen students.
The document summarizes a review of North Carolina's NC REACH post-secondary education program for foster youth. It finds that while the program has increased college enrollment for foster youth, there is insufficient data to determine whether program support services like mentoring and tutoring are effective. It recommends a formal program evaluation be conducted to evaluate the program's structure, outcomes, and efficiency in meeting its goals.
This document provides a summary and draft recommendations from Florida's Blue Ribbon Task Force on State Higher Education Reform. It catalogs previous recommendations from other reports and outlines draft recommendations in the areas of accountability, funding, and governance. The key recommendations include:
1. Enhancing the Board of Governor's accountability framework to focus on outcome-based metrics like employment rates, degrees in strategic areas, cost per graduate, and graduate salaries.
2. Differentiating tuition rates between universities and programs, with no tuition increases for 3 years for high-skill, high-wage degrees that are important to the state economy.
3. Rewarding "Preeminent Universities" that meet specific metrics with more flexibility in
This document provides a draft summary of recommendations from various efforts addressing reform of Florida's higher education system. It catalogs recommendations in the areas of accountability, funding, and governance. For accountability, it recommends enhancing metrics around outcomes like employment and enhancing alignment between university and state strategic plans. For funding, it discusses balancing access with excellence and tying funding to performance metrics. For governance, it recommends tying decreased regulation and flexibility to achieving strategic plan outcomes.
Only 24% of Oregon community college students completed an associate's degree or certificate within 7 years, putting the state's education goals in jeopardy. While colleges have introduced strategies to improve student success, capacity limitations mean these strategies reach less than 25% of students. The audit recommends targeted investments and increased coordination, support, and data analysis capacity to help more students complete degrees and meet state completion goals.
The document summarizes primary research conducted to understand the target audience for graduate programs offered by the University of Missouri's Health Management and Informatics Department. A survey of 34 professionals in Missouri found that most respondents were likely to further their education, especially for an online program with monthly in-person classes. Interviews with alumni found that most learned of the program through other alumni and would recommend it due to career benefits received after completing the program.
The document discusses opportunities for open educational resources (OER) in relation to several federal stimulus programs including Race to the Top, Investing in Innovation (i3), and the reauthorization of the Elementary and Secondary Education Act. It outlines priorities and criteria for funding applications to these programs that could include the development and sharing of OER. For example, applications may propose the creation of openly licensed curriculum materials or online professional development resources to support state standards implementation.
The document outlines a strategic plan for the State University System of Florida from 2012-2025. It was approved on November 10, 2011. The plan discusses the context and challenges facing the university system, including declining state funding. It establishes a mission and vision for the system to better serve Florida's economic and workforce needs through 2025. Goals are outlined to improve access, affordability, graduation rates, research funding, and facilities funding over the next 13 years.
This document summarizes a presentation about paying for college. It discusses various financial aid options like scholarships, grants, work-study and loans. It highlights two Utah scholarships - the New Century Scholarship that encourages earning an associate's degree in high school, and the Regents' Scholarship which is based on completing a core academic program. The presentation provides timelines and requirements for these scholarships. It also discusses improvements to the FAFSA application process including using IRS data, clearer online guidance, and more details in financial aid award reports.
The document discusses several pieces of federal legislation around higher education opportunity and financing. It outlines the major provisions of the Higher Education Reconciliation Act of 2005, the College Cost Reduction and Access Act of 2007, and the Higher Education Opportunity Act of 2008. Some key provisions included reauthorizing and increasing Pell grants, creating new grant and loan programs, simplifying the FAFSA process, increasing transparency around college costs and textbooks, and expanding eligibility for existing aid programs.
The document is Indiana's request to the U.S. Department of Education for flexibility from certain requirements of the No Child Left Behind Act in exchange for implementing more rigorous college and career ready standards.
It includes a cover sheet, list of requested waivers, assurances, and an overview of Indiana's plan to transition to new standards and assessments, develop a differentiated accountability system, and support effective teaching and leadership. The bulk of the request details Indiana's plans to meet each of the three ESEA flexibility principles through adopting new standards, developing new assessments and accountability metrics, and guidelines for teacher and principal evaluation systems.
This report summarizes the activities and outcomes of the Utah State Energy Sector Partnership grant program. The program provided job training to over 1,400 individuals in green construction, alternative fuels, energy efficiency/management, and renewable energy fields. Key outcomes included over 1,200 participants entering employment, over 700 obtaining WorkKeys credentials, and over 450 receiving industry certifications. The program partnered with multiple technical colleges and universities across Utah to deliver statewide training programs and leverage additional resources to expand training opportunities.
The document proposes rethinking Oregon's education budget framework to better align funding with student outcomes. It recommends transforming the current system of separate K-12, community college and university budgets into a unified "0-20" continuum budget focused on achieving the state's 40-40-20 degree attainment goals. Key elements of the proposed approach include agreeing on common outcomes, transforming the delivery system, creating a unified data system, and producing a transparent, outcome-based budget to improve accountability and determine the best use of resources.
Association of Independent Kentucky Colleges and Universities (AIKCU) presentation to Kentucky House Postsecondary Budget Review Subcommittee, February 25, 2010.
The document discusses California's Local Control Funding Formula (LCFF) which established a new school funding system in 2013. It overhauled the previous funding streams and categorical programs into base, supplemental and concentration grants. Districts must adopt a Local Control and Accountability Plan (LCAP) with input from stakeholders focusing on 8 state priorities to improve outcomes for all students, especially traditionally underserved groups. The formula aims to increase transparency, equity and community engagement in decision making through the LCAP process. While implementation has faced challenges, districts that meaningfully engaged communities have seen benefits in cultural transformation and student achievement.
The document summarizes the findings of a case study on guidance professionals' awareness and understanding of the National Framework of Qualifications (NFQ) in Ireland. It finds that:
1) Guidance professionals working directly with learners, such as career advisors and school counselors, have the strongest awareness and understanding of the NFQ levels relevant to their work.
2) Adult learners and secondary students have varying awareness depending on their engagement with education, with adult learners seeking to understand where their prior learning fits on the NFQ.
3) National organizations like FETAC, FÁS, and the NCGE have taken steps to implement the NFQ within their programs and guidance. However,
Abco technology school performance fact sheet 2019Ethan Ratchford
ABCO Technology is a Los Angeles Computer Training center with ACCSC accreditation - https://abcotechnology.edu/. Call us at: 310-216-3067 for any inquiry.
This document discusses Mt. San Jacinto College's Dual Enrollment program, which allows high school students to simultaneously earn college credit. It aims to address declining rates of higher education attainment in the US and California. The program provides an alternative or supplement to AP courses. It seeks to increase college completion rates, close achievement gaps, and improve workforce readiness. Students can choose an academic transfer pathway or career technical pathway. Benefits include improved preparation for college, reduced costs and time to degree, and strengthened ties between high schools and colleges. The program aims to enhance student success while saving taxpayer money.
The document summarizes the various financial aid programs available at South Piedmont Community College. It outlines numerous grants, scholarships, and loan programs both at the federal and state level that provide funding to help students pay for their education. These include Pell grants, education lottery scholarships, work study programs, and loans from Sallie Mae and Sun Trust. Contact information is provided for applying to these various sources of financial assistance.
This document provides resources and guidance from county, state, and federal organizations for institutions of higher education responding to COVID-19. It recommends colleges coordinate with local health departments and provides links to their websites. State-level guidance includes recommendations from the North Carolina Department of Health and recommendations to protect students and staff from illness. Federal resources include guidance from the CDC on prevention strategies and responses if cases are identified. The Department of Education provides flexibility around distance learning and federal financial aid requirements during interruptions of study.
The document provides notes from a Governor's Blue Ribbon Task Force conference call discussing strategies to address tensions between increasing and decreasing university tuition in Florida. It recommends increasing state funding toward the national average per student and allowing differentiated tuition rates between degree programs. Specific degree programs in strategic state emphasis areas could qualify for lower tuition rates if universities meet metrics agreed upon by the state Legislature and Board of Governors. Universities meeting additional metrics could be designated "Preeminent" with more tuition flexibility and reduced regulation.
Coronavirus Aid, Relief, and Economic Security Act: What Is in It for US Edu...Jeff Martinez
The US government is continuing to respond
to the spread of the Coronavirus disease 2019
(COVID-19) with new actions to provide relief
to students and educators. Late evening on
Wednesday, March 25, the Senate passed the
Coronavirus Aid, Relief, and Economic Security
(CARES) Act – the third piece of legislation
to respond to the COVID-19 pandemic – by a
vote of 96-0. On Friday, March 27, the House
of Representatives passed the bill, which was
signed into law by President Trump the same
day.
Sean Nelson, Deputy Commissioner of Administration & Finance Fiscal and Administrative Policy, presented FY15 Budget Development at the Board of Higher Education Meeting on October 29, 2013.
The Pri¢e of Higher €ducation: An Issue and a $olutionLucas B. Kavlie
Teaching is an art and learning is a science. Conversely, teaching is a science and learning is an art. Neither is inherently costly, yet Americans annually spend ~$100B on the structure of education. This presentation looks at a reason for the rising costs of higher education and suggests a method for lowering that cost without compromising the educational quality (course content/student experience) or the educational product (an educated citizenry). Since the suggestion changes higher education policy, a call to action--asking attendees to speak against the presented reason for the rising costs--will be the culminating point of the presentation.
This report summarizes data on North Carolina's Career and College Promise (CCP) program and Cooperative Innovative High School (CIHS) programs as required by legislation. It provides an overview of CCP participation rates, courses taken, and dual enrollment rates among 2018-19 high school graduates. It also provides the statewide 4-year graduation and dropout rates. For CIHS programs, it lists the current number, locations, and notes new programs. The report fulfills various legislative reporting requirements by combining data from NCDPI, NCCCS, UNC System, and NCICU.
Financial education on employees’ financial wellbeing in academia in tharaka ...Alexander Decker
The document discusses a study on financial education and financial well-being among employees at Chuka University in Kenya. Some key findings from the study include:
1) The majority of employees surveyed indicated a need for financial literacy education to develop personal financial security and retirement savings.
2) Employees rated their financial skills as inadequate in areas like budgeting, loan management, and retirement investing.
3) Most employees expressed dissatisfaction with their current financial well-being in regards to income, wealth, debt levels, and assets.
4) While some financial education programs have been provided, most employees felt the university did not offer adequate workplace financial education opportunities.
1. Student loan default rates are increasing due to weak economic factors disproportionately impacting younger people, high unemployment rates expected to remain around 8%, rising tuition fees of approximately 5% annually, and changes in student demographics with more attending for-profit schools which have much higher default rates.
2. Factors contributing to rising defaults include adverse macroeconomic conditions, changing student behaviors with more walking away from obligations, and demographic shifts toward older students and those attending for-profit institutions.
3. Default managers need new models that can predict at-risk borrowers to proactively offer tailored loss mitigation and maintain loan performance.
1. Student loan default rates are increasing due to weak economic factors disproportionately impacting young people, high unemployment rates expected to remain around 8%, rising tuition fees of approximately 5% annually, and changes in student demographics with more attending for-profit schools which have much higher default rates.
2. Factors contributing to rising defaults include adverse macroeconomic conditions, changing student behaviors with more walking away from obligations, and rising costs of education pushing student loan debt above $1 trillion.
3. Default managers need new models that can predict at-risk borrowers to proactively offer tailored loss mitigation and maintain loan performance.
The document discusses opportunities for open educational resources (OER) in relation to several federal stimulus programs including Race to the Top, Investing in Innovation (i3), and the reauthorization of the Elementary and Secondary Education Act. It outlines priorities and criteria for funding applications to these programs that could include the development and sharing of OER. For example, applications may propose the creation of openly licensed curriculum materials or online professional development resources to support state standards implementation.
The document outlines a strategic plan for the State University System of Florida from 2012-2025. It was approved on November 10, 2011. The plan discusses the context and challenges facing the university system, including declining state funding. It establishes a mission and vision for the system to better serve Florida's economic and workforce needs through 2025. Goals are outlined to improve access, affordability, graduation rates, research funding, and facilities funding over the next 13 years.
This document summarizes a presentation about paying for college. It discusses various financial aid options like scholarships, grants, work-study and loans. It highlights two Utah scholarships - the New Century Scholarship that encourages earning an associate's degree in high school, and the Regents' Scholarship which is based on completing a core academic program. The presentation provides timelines and requirements for these scholarships. It also discusses improvements to the FAFSA application process including using IRS data, clearer online guidance, and more details in financial aid award reports.
The document discusses several pieces of federal legislation around higher education opportunity and financing. It outlines the major provisions of the Higher Education Reconciliation Act of 2005, the College Cost Reduction and Access Act of 2007, and the Higher Education Opportunity Act of 2008. Some key provisions included reauthorizing and increasing Pell grants, creating new grant and loan programs, simplifying the FAFSA process, increasing transparency around college costs and textbooks, and expanding eligibility for existing aid programs.
The document is Indiana's request to the U.S. Department of Education for flexibility from certain requirements of the No Child Left Behind Act in exchange for implementing more rigorous college and career ready standards.
It includes a cover sheet, list of requested waivers, assurances, and an overview of Indiana's plan to transition to new standards and assessments, develop a differentiated accountability system, and support effective teaching and leadership. The bulk of the request details Indiana's plans to meet each of the three ESEA flexibility principles through adopting new standards, developing new assessments and accountability metrics, and guidelines for teacher and principal evaluation systems.
This report summarizes the activities and outcomes of the Utah State Energy Sector Partnership grant program. The program provided job training to over 1,400 individuals in green construction, alternative fuels, energy efficiency/management, and renewable energy fields. Key outcomes included over 1,200 participants entering employment, over 700 obtaining WorkKeys credentials, and over 450 receiving industry certifications. The program partnered with multiple technical colleges and universities across Utah to deliver statewide training programs and leverage additional resources to expand training opportunities.
The document proposes rethinking Oregon's education budget framework to better align funding with student outcomes. It recommends transforming the current system of separate K-12, community college and university budgets into a unified "0-20" continuum budget focused on achieving the state's 40-40-20 degree attainment goals. Key elements of the proposed approach include agreeing on common outcomes, transforming the delivery system, creating a unified data system, and producing a transparent, outcome-based budget to improve accountability and determine the best use of resources.
Association of Independent Kentucky Colleges and Universities (AIKCU) presentation to Kentucky House Postsecondary Budget Review Subcommittee, February 25, 2010.
The document discusses California's Local Control Funding Formula (LCFF) which established a new school funding system in 2013. It overhauled the previous funding streams and categorical programs into base, supplemental and concentration grants. Districts must adopt a Local Control and Accountability Plan (LCAP) with input from stakeholders focusing on 8 state priorities to improve outcomes for all students, especially traditionally underserved groups. The formula aims to increase transparency, equity and community engagement in decision making through the LCAP process. While implementation has faced challenges, districts that meaningfully engaged communities have seen benefits in cultural transformation and student achievement.
The document summarizes the findings of a case study on guidance professionals' awareness and understanding of the National Framework of Qualifications (NFQ) in Ireland. It finds that:
1) Guidance professionals working directly with learners, such as career advisors and school counselors, have the strongest awareness and understanding of the NFQ levels relevant to their work.
2) Adult learners and secondary students have varying awareness depending on their engagement with education, with adult learners seeking to understand where their prior learning fits on the NFQ.
3) National organizations like FETAC, FÁS, and the NCGE have taken steps to implement the NFQ within their programs and guidance. However,
Abco technology school performance fact sheet 2019Ethan Ratchford
ABCO Technology is a Los Angeles Computer Training center with ACCSC accreditation - https://abcotechnology.edu/. Call us at: 310-216-3067 for any inquiry.
This document discusses Mt. San Jacinto College's Dual Enrollment program, which allows high school students to simultaneously earn college credit. It aims to address declining rates of higher education attainment in the US and California. The program provides an alternative or supplement to AP courses. It seeks to increase college completion rates, close achievement gaps, and improve workforce readiness. Students can choose an academic transfer pathway or career technical pathway. Benefits include improved preparation for college, reduced costs and time to degree, and strengthened ties between high schools and colleges. The program aims to enhance student success while saving taxpayer money.
The document summarizes the various financial aid programs available at South Piedmont Community College. It outlines numerous grants, scholarships, and loan programs both at the federal and state level that provide funding to help students pay for their education. These include Pell grants, education lottery scholarships, work study programs, and loans from Sallie Mae and Sun Trust. Contact information is provided for applying to these various sources of financial assistance.
This document provides resources and guidance from county, state, and federal organizations for institutions of higher education responding to COVID-19. It recommends colleges coordinate with local health departments and provides links to their websites. State-level guidance includes recommendations from the North Carolina Department of Health and recommendations to protect students and staff from illness. Federal resources include guidance from the CDC on prevention strategies and responses if cases are identified. The Department of Education provides flexibility around distance learning and federal financial aid requirements during interruptions of study.
The document provides notes from a Governor's Blue Ribbon Task Force conference call discussing strategies to address tensions between increasing and decreasing university tuition in Florida. It recommends increasing state funding toward the national average per student and allowing differentiated tuition rates between degree programs. Specific degree programs in strategic state emphasis areas could qualify for lower tuition rates if universities meet metrics agreed upon by the state Legislature and Board of Governors. Universities meeting additional metrics could be designated "Preeminent" with more tuition flexibility and reduced regulation.
Coronavirus Aid, Relief, and Economic Security Act: What Is in It for US Edu...Jeff Martinez
The US government is continuing to respond
to the spread of the Coronavirus disease 2019
(COVID-19) with new actions to provide relief
to students and educators. Late evening on
Wednesday, March 25, the Senate passed the
Coronavirus Aid, Relief, and Economic Security
(CARES) Act – the third piece of legislation
to respond to the COVID-19 pandemic – by a
vote of 96-0. On Friday, March 27, the House
of Representatives passed the bill, which was
signed into law by President Trump the same
day.
Sean Nelson, Deputy Commissioner of Administration & Finance Fiscal and Administrative Policy, presented FY15 Budget Development at the Board of Higher Education Meeting on October 29, 2013.
The Pri¢e of Higher €ducation: An Issue and a $olutionLucas B. Kavlie
Teaching is an art and learning is a science. Conversely, teaching is a science and learning is an art. Neither is inherently costly, yet Americans annually spend ~$100B on the structure of education. This presentation looks at a reason for the rising costs of higher education and suggests a method for lowering that cost without compromising the educational quality (course content/student experience) or the educational product (an educated citizenry). Since the suggestion changes higher education policy, a call to action--asking attendees to speak against the presented reason for the rising costs--will be the culminating point of the presentation.
This report summarizes data on North Carolina's Career and College Promise (CCP) program and Cooperative Innovative High School (CIHS) programs as required by legislation. It provides an overview of CCP participation rates, courses taken, and dual enrollment rates among 2018-19 high school graduates. It also provides the statewide 4-year graduation and dropout rates. For CIHS programs, it lists the current number, locations, and notes new programs. The report fulfills various legislative reporting requirements by combining data from NCDPI, NCCCS, UNC System, and NCICU.
Financial education on employees’ financial wellbeing in academia in tharaka ...Alexander Decker
The document discusses a study on financial education and financial well-being among employees at Chuka University in Kenya. Some key findings from the study include:
1) The majority of employees surveyed indicated a need for financial literacy education to develop personal financial security and retirement savings.
2) Employees rated their financial skills as inadequate in areas like budgeting, loan management, and retirement investing.
3) Most employees expressed dissatisfaction with their current financial well-being in regards to income, wealth, debt levels, and assets.
4) While some financial education programs have been provided, most employees felt the university did not offer adequate workplace financial education opportunities.
1. Student loan default rates are increasing due to weak economic factors disproportionately impacting younger people, high unemployment rates expected to remain around 8%, rising tuition fees of approximately 5% annually, and changes in student demographics with more attending for-profit schools which have much higher default rates.
2. Factors contributing to rising defaults include adverse macroeconomic conditions, changing student behaviors with more walking away from obligations, and demographic shifts toward older students and those attending for-profit institutions.
3. Default managers need new models that can predict at-risk borrowers to proactively offer tailored loss mitigation and maintain loan performance.
1. Student loan default rates are increasing due to weak economic factors disproportionately impacting young people, high unemployment rates expected to remain around 8%, rising tuition fees of approximately 5% annually, and changes in student demographics with more attending for-profit schools which have much higher default rates.
2. Factors contributing to rising defaults include adverse macroeconomic conditions, changing student behaviors with more walking away from obligations, and rising costs of education pushing student loan debt above $1 trillion.
3. Default managers need new models that can predict at-risk borrowers to proactively offer tailored loss mitigation and maintain loan performance.
IHEs Comment on State Authorization for Distance Ed Rules_8.24.16 FNL.PDFBrianna Bates
This letter is signed by 17 universities and sent to the Department of Education regarding proposed regulations for state authorization of distance education programs. The universities express concerns that the regulations could impede progress in online education by increasing compliance burdens and costs. While they support reasonable consumer protections, they believe accreditation should be sufficient and that the regulations risk limiting access to high-quality online programs from nonprofit universities.
Strategies for sustainability of university based medical laboratory sciencesJoleneBalmonte
This document outlines strategies for ensuring the long-term sustainability of university-based Medical Laboratory Sciences (MLS) programs in light of threats posed by the COVID-19 pandemic and economic challenges. It discusses how meeting the objectives of key stakeholders like university administrators, students, clinical affiliates, and faculty is critical. Suggested tactics include maintaining enrollment goals, promoting the program to similar majors, expanding clinical sites, creatively revising curriculum, and remaining flexible. The overall goal is for MLS programs to adapt effectively in pandemic times and beyond by satisfying stakeholder needs.
Running head HEA 610 Milestone Three 1HEA 610 Milestone Three.docxwlynn1
Running head: HEA 610 Milestone Three 1
HEA 610 Milestone Three 4
HEA 610 Milestone Three (Strategic enrollment plan)
Deanna Buchanan
Southern New Hampshire University
Class sections are operating in many programs at the Caltech University, the enrollments overall have been on the decline. The impact of the extended class reductions, along with the improvement in the job market, has resulted in slowing enrollment recovery and little growth in many programs. There are various things which Caltech university are doing to help grow its programs strategically and manage the reducing enrollment and this include
· Offering relevant courses and programs which meet the market demand for skilled workers and targeting industries and profession by carefully examining and tracking the labor market trends in the region.
· They are implementing courses, support services, and programs that close gaps in the underrepresented minority population. The University has started scheduling a class at a time that is convenient for the targeted population, such as single-parents, working professionals, and older students. The changes in the program allow the student to complete their programs in a reasonable amount of time.
· Part of the change in the program includes making pathways to certificates, degrees, and transfer clear and accessible to all prospective and current students via education planning with advisors or counselors. This helps students manage their academic pathways.
· The University has started a program aim at effective retention and outreach. This new strategy aims at improving program sustainability, scalability, and scope. Some of the initiatives include learning communities, accelerated learning program options, and early alert.
· Finally, Caltech University must offer programs that are competitive within the region instead of providing programs that are available in many regional universities. This approach is supported by the presence of a suitable mix of online courses and campus courses. To boost enrollment, the University has articulated course and program offerings between non-credit and credit to widen the pipeline of potential students.
Retention of students
Finding from a study at the University hold that students do not complete some programs because of conflicts with employment, family responsibilities, new employment opportunities, and financial circumstances. Strategies for improving student retention should be made in a manner that programs reflect the conditions and needs of the students and should be designed and implemented to help learned to reach their academic goals (Baylor 2014). An essential theory of student retention is Tinto’s theory. According to this theory, students have some attributes such as prior schooling, family background, skills, and abilities, and these attributes influence personal commitments and goals. Moreover, student departure from an institution is a result of the socia.
Running head HEA 610 Milestone Three 1HEA 610 Milestone Three.docxjeanettehully
Running head: HEA 610 Milestone Three 1
HEA 610 Milestone Three 4
HEA 610 Milestone Three (Strategic enrollment plan)
Deanna Buchanan
Southern New Hampshire University
Class sections are operating in many programs at the Caltech University, the enrollments overall have been on the decline. The impact of the extended class reductions, along with the improvement in the job market, has resulted in slowing enrollment recovery and little growth in many programs. There are various things which Caltech university are doing to help grow its programs strategically and manage the reducing enrollment and this include
· Offering relevant courses and programs which meet the market demand for skilled workers and targeting industries and profession by carefully examining and tracking the labor market trends in the region.
· They are implementing courses, support services, and programs that close gaps in the underrepresented minority population. The University has started scheduling a class at a time that is convenient for the targeted population, such as single-parents, working professionals, and older students. The changes in the program allow the student to complete their programs in a reasonable amount of time.
· Part of the change in the program includes making pathways to certificates, degrees, and transfer clear and accessible to all prospective and current students via education planning with advisors or counselors. This helps students manage their academic pathways.
· The University has started a program aim at effective retention and outreach. This new strategy aims at improving program sustainability, scalability, and scope. Some of the initiatives include learning communities, accelerated learning program options, and early alert.
· Finally, Caltech University must offer programs that are competitive within the region instead of providing programs that are available in many regional universities. This approach is supported by the presence of a suitable mix of online courses and campus courses. To boost enrollment, the University has articulated course and program offerings between non-credit and credit to widen the pipeline of potential students.
Retention of students
Finding from a study at the University hold that students do not complete some programs because of conflicts with employment, family responsibilities, new employment opportunities, and financial circumstances. Strategies for improving student retention should be made in a manner that programs reflect the conditions and needs of the students and should be designed and implemented to help learned to reach their academic goals (Baylor 2014). An essential theory of student retention is Tinto’s theory. According to this theory, students have some attributes such as prior schooling, family background, skills, and abilities, and these attributes influence personal commitments and goals. Moreover, student departure from an institution is a result of the socia ...
This document discusses pathways to universal access to a more equitable post-secondary financial aid system in Canada. It examines the current state of federal spending on post-secondary education and makes recommendations to reallocate funds in a way that improves accessibility and affordability. Specifically, it proposes redirecting funds from less progressive programs like tax credits towards increasing grants and making loans more affordable through measures like expanding repayment assistance and reducing interest rates. This would allow annual student aid disbursements to increase from $5.9 billion currently to an estimated $7.4 billion, while reducing the debt burden on students. The goal is to make post-secondary education financially possible for all qualified Canadians regardless of background.
The document contains recommendations from working groups on university funding, accountability, and governance. It recommends giving universities more autonomy over tuition rates while tying funding to performance metrics. It also suggests establishing flagship research universities and rewarding programs with high employment outcomes. Additional meetings are scheduled to further refine recommendations for submission to the governor.
- This document is part two of an article by the Vice Chancellor of UC Berkeley discussing financial challenges facing the university.
- It summarizes positive outcomes Berkeley has achieved in areas like graduation rates, research rankings, and student diversity despite budget cuts. However, it argues current policies are unsustainable and will threaten access and excellence.
- It proposes potential solutions like reforming pension costs, integrating capital costs, and moving to a more predictable annual tuition increase schedule rather than intermittent large hikes. The current tuition freeze does not help low-income students who are protected by financial aid programs.
1 of 5 S116 ACT301 Accounting Theory and Contemporary Is.docxhoney725342
This document provides instructions for an accounting assessment. It outlines:
1) The task which is a critical analysis of an accounting question and cases.
2) Formatting requirements for submitting the assessment such as font size and page numbering.
3) Requirements around word count and acceptable sources to reference.
4) Warnings against plagiarism and instructions on submitting and retaining a copy of the assessment.
The document provides revised guidance notes on India's Model Educational Loan Scheme. It discusses several aspects of the scheme, including:
- Defining "meritorious students" as those admitted through a merit-based selection process or above a certain exam score cutoff.
- Clarifying that loans should not be provided for "management quota" admissions which are not merit-based.
- Specifying eligible higher education courses can include diploma programs and employment-oriented teaching courses, in addition to traditional degree programs.
- Noting expenses covered can include approved fees regardless of type of institution, if repayment is still viable.
- Suggesting banks could use rating of institutions and students to better target borrow
Vera Discussion This was a really interesting clas.docxkendalfarrier
Vera Discussion:
This was a really interesting class and writing policy much more complicated than I had ever dreamed. With each assignment, we learned that every move and the intended outcome had a consequence. Some were good and others not as positive. Below are some of my learning moments. If I am in a position to write a higher education policy, I now know that I’ll need a lot of research, a solid plan, and a committee with representatives from all stakeholders.
1. Higher education is vital to the community and a college policy can affect change in a town or region. A downturn in enrollment, modification in coursework, or an infrastructure upgrade will be felt in the surrounding area.
2. State and Federal funding must be considered in the policy. Crafting policy to benefit the institution must not damage the ability to obtain funding. Monies to the college come from many sources but governmental funding is vital.
3. Staffing and operations must be thought through carefully. If enrollment or courses change it affects the faculty and staff. When faced with the loss of employment or salary changes a policy can become unpopular rapidly.
4. Change must be monitored and measured. The policy may seem successful but there are so many potential hurdles that crop up along the way.
5. The ability to adapt, flex, and make modifications if important to any new plan. Things will not go exactly as planned. Be prepared for some failures, fix them, and move on with the outcomes that do work.
As I look at the greater picture of higher education, I think tuition, access, and retention continue to be issues that need resolution. The high student debt cannot continue. An emphasis on quality college and pathways to higher education access for all has long been our countries goal but we are not accomplishing that currently (Mitchell & Gauner, 2020). The online and distance learning scenario has become even more necessary over this last year. This shift has accelerated the need for and use of virtual platforms. While schools may go back to a more normal pace in the coming months, many things will change and technology will improve in these areas (Fuscaldo, 2019).
I believe change will come but I’m not sure in what form. More government support for higher education seems unlikely soon, and the move towards performance-based funding is underway. While this scheme’s success is not yet known, the political environment makes it very popular. It may drive institutions’ towards changing admissions criteria to be even more selective in hopes of producing better quality results (McLendon & Hearn, 2019). This is the exact opposite direction to the desire for inclusion and diversity, and hopefully, the push for free or cheaper tuition will offset this trend. Federal and state funding in the future should work to make it more accessible to all students. The current methods are allowing tuition to rise too rapidly and not contributing to.
This document provides a review of credit-based transition programs that allow high school students to take college courses and earn college credit. It discusses the rationales for using these programs to promote college access and success for a wide range of students, not just traditional high-achieving students. The key rationales discussed are: 1) exposing students earlier to rigorous college-level coursework to better prepare them, 2) providing realistic information about college skills and expectations, and 3) increasing motivation through high expectations. The document then categorizes different types of transition programs and reviews evidence on their effectiveness.
The document outlines 5 initiatives by the Board of Regents to improve college completion rates in Utah. It proposes that institutions define 15 credit hours as full-time status, encourage plateau tuition models, create graduation maps for all majors, improve developmental math programs to transition students within 3 semesters, and explore automatic associate degree awards through reverse transfer policies. The initiatives aim to incentivize timelier degree completion, provide clearer roadmaps for students, and recognize progress through stackable credentials. Institutions will report on implementation progress over 1-3 years.
This document outlines a training program plan for new finance advisors in the military division of the University of Phoenix. The training program aims to provide advisors with knowledge about military students, branches, documentation, tuition rates, finance options, VA benefits, and federal regulations. A gap analysis will be conducted to identify strengths and weaknesses compared to new required practices. The training will use questionnaires, observation, and group sessions and include both e-learning and in-person instruction. A budget is proposed that allocates funding for training from savings due to enrollment and employee cuts, leverages existing tuition benefits and technology, and estimates costs for personnel, materials, travel and more.
This document provides a project charter and plan for improving the affordability of higher education in Michigan. The project aims to lower costs for students through three approaches: educating students about funding options via a scholarship search engine; decreasing costs per student through curriculum acceptance policies; and increasing funding via business incorporation programs. Key milestones include developing the project scope, plans, and documents by February 2015; obtaining stakeholder approval by April 2015; and conducting research and analysis from April to June 2015. The preliminary budget totals $2.11 million, with the largest expenses going towards the scholarship search engine and data storage/organization. Risks include potential delays, lack of stakeholder buy-in, and increased costs.
This document discusses options for paying for post-secondary education. It provides an overview of college costs, which have been rising significantly. It then discusses various savings vehicles for college including 529 plans, Coverdell ESAs, UGMAs, savings bonds, and taxable accounts. The benefits and features of 529 plans are outlined in detail. The document also discusses federal and private student loans as well as tax benefits for education. Overall, the document aims to educate about financing options for college or vocational programs.
The document reports on the expansion of adult learner pilot programs in North Carolina community colleges. It provides details on how $2 million in legislative funding was used, enrollment trends of adult learners, and recommendations. Key points:
- Funding supported marketing and outreach grants to 29 colleges and an enrollment campaign by InsideTrack that contacted over 12,000 former students.
- Between 2020-2022, adult learner enrollment increased 10% to 189,004, with growth in workforce and basic skills programs but a decline in curriculum programs.
- Recommendations include increased marketing, awarding more credit for prior learning, improving tracking of workforce outcomes, and expanding support for adult recruitment.
Deciding When to Change Colleges in Canadasmithlucaseo
This document discusses factors to consider when deciding whether to change colleges in Canada. It outlines several key reasons students may want to transfer, including academic concerns, program suitability, personal growth, campus culture/environment, location/lifestyle, career opportunities, and social integration. It also provides steps for effectively navigating the transfer process, such as researching potential colleges, checking policies, contacting admissions offices, evaluating credit transfer, and considering financial implications. The conclusion emphasizes that changing colleges is a significant decision that requires thorough evaluation of individual needs and circumstances.
The document summarizes updates to the UK's 16-19 education funding formula. It outlines the main decisions of the new formula, including funding students at around 600 hours for full-time programs. It also discusses funding protection for three years, part-time banding, and factors like retention, disadvantage, and area costs. While the new formula aims to simplify funding and reduce burdens, 80% of respondents opposed a single funding rate for all full-time students. Implementation is planned for August 2013 but may be delayed as details are determined over a short period.
Similar to Federal Student Loan Reform Proposed (20)
1. Proposed Changes to Federal Student Loan Program 1
An Examination of proposed regulatory action brought by the Secretary of the
U.S. Department of Education; to address the rapidly increasing aggregate
student loan debt for post-secondary education.
Colter Anderson
University of North Alabama
2. Proposed Changes to Federal Student Loan Program 2
Table of Contents
Overview ......................................................................................................................................... 3
Implications of Proposed Program ................................................................................................. 5
Potential Impacts to Students and Obligators............................................................................ 5
Challenges to Institutions ........................................................................................................... 6
Macroeconomic Effects .............................................................................................................. 7
Outlook of Proposed Changes ........................................................................................................ 9
Alternative to Proposal ............................................................................................................... 9
Topics for Additional Study........................................................................................................... 11
3. Proposed Changes to Federal Student Loan Program 3
Overview
A preliminary investigative analysis of proposed regulatory action brought by the
Secretary of the U.S. Department of Education; to address the rapidly increasing
aggregate student loan debt for post-secondary education. The action proposed seeks
changes to the rulemaking by the department of Education as to the eligibility of post-
secondary educational programs, for which qualifying students may receive Federal
Student Aid, authorized under Title IV of the Higher Education Act (HEA) of 1965, as
amended1.
The basis for which this action is proposed, is that a rising number of borrowers
and recipients of Federal aid programs, who have invested in post-secondary
educational programs are finding that their chosen program, historically on average
does not result in sufficient wages to reasonably justify the costs associated with
obtaining a degree or certification, relevant to the same field. Additionally, the total
cost of their chosen program of study, is making the repayment of borrowed funds
unmanageable, given their likely relevant occupation and expected earnings. This
seems to hold true even given a reasonable amount of time2 following graduation.
The U.S. Department of Education aims to establish a gainful employment (GE)
framework3, for educational institutions and the programs they offer, that defines the
requirements to be recognized as a gainful employment program eligible for Title IV,
HEA program funds. Secondarily, a transparency framework that would greatly increase
the quality and availability of information for current and perspective students, parents,
and other parties about each GE program.
Currently, information specific to programs offered by institutions such as probable
occupations and expected average compensation is of limited availability to current and
perspective students. Institutions will be required to report information about each of
1 See ‘Scope and Purpose,’ 34 CFR §668.401.
2 See ‘Two-year period,’ 34 CFR §668.402.
3 See 34 CFR §668.403.
4. Proposed Changes to Federal Student Loan Program 4
the degree or certification program that it offers to the Department of Education, and
disclose information to current and prospective students about programs offered by
that institution, in order to be considered a gainful employment program eligible for
Title IV funds. The annual and total expected costs of the program and the relevant
occupations post-graduation. As well as the average earnings and average annual debt
payments of past completers 3-4 years post-graduation of each program. Finally, to be
classified as an eligible programeach program must meet defined requirements of a
ratio of: average annual debt payments/average annual earnings, and/or average
annual debt payments/average annual discretionary earnings of program cohorts 3-4
years prior to the current aid year, calculated by the Department of Education based on
SSA and NCES data.
The table below summarizes the Gainful Employment (GE) program qualifying standards
as proposed, as well as the number of programs that would be ineligible for Title IV
funding if the program is adopted based on current data.
5. Proposed Changes to Federal Student Loan Program 5
Implications of Proposed Program
The impacts of this proposed rule change stand to be significant for a number of parties
including students, parents or guardians, institutions, and the American economy.
Potential Impacts to Students and Obligators
For students, parents, and others who might be responsible for the repayment of
student loans, the proposed changes will increase the amount of important information
that they can use in planning for post-secondary education and subsequent careers
following graduation. This will enable them to make much more informed decisions
about the cost of investing in these GE programs and will allow them to more effectively
weigh the total costs with a more real picture of what their earnings will be following
graduation.
Many students and parents do not consider that many courses of study offered
by educational institutions have very limited marketability; or the occupations for which
they will qualify for following graduation will not provide a gainful income relevant to
the debt incurred pursuing these programs. My family gave me the most valuable
advice and guidance that a young student planning for post-secondary education can
receive. We often discussed my future plans for my collegiate education and relevant
career following graduation, and I was given very insightful guidance through this
process. Many families have the same conversation with their 18-year-old perspective
student, who is considering what actions to take after high school graduation. Many
students unfortunately do not get the same level of quality advice that I was fortunate
to receive, however, the institutional disclosure requirements of this program will
hopefully ameliorate many students’ absence of sagacious guidance.
Effective planning and logical decision-making is of paramount importance. For
this is key to the economic success of these individuals, as the burden of educational
debt will greatly affect their ability to be active contributors in a consumer-driven
economy. Furthermore, unlike most debt should these individuals become unable to
6. Proposed Changes to Federal Student Loan Program 6
repay debt incurred for educational purposes, in most cases this debt is not
dischargeable in bankruptcy court.4 This can be a significant economic burden on these
individuals for years to come, and will affect their long term economic prosperity.
Challenges to Institutions
For institutions this will create a number of challenges, the first being assembling the
resources necessary to produce the data, and report this to the Department of
Education, students, and prospective students as the proposed legislation requires5.
Institutions will need to identify programs that do not meet the new guidelines for GE
programs, and assess each programto determine the feasibility of making changes to
the program to bring costs to acceptable levels in order to meet these new
requirements.
Should a program not meet the stated requirements, institutions may file a
grievance6 to challenge the program’s eligibility with the Department of Education. This
will increase administrative costs incurred by institutions, by how much is unclear but
these costs stand to be significant, and very well could be contributory to the
exacerbation of the problems that this program aims to solve. Likewise, the added
value that this could create for students and the economy-at-large is uncertain and
essentially incalculable, within an acceptable level of error.
This will place pressure on institutions to refocus several if not many GE
programs to ensure that the program’s main goal is to prepare students for future
careers based on their expected future earnings. This could result in changes to courses
of study, such as eliminating humanities and fine art electives for programs that are
unrelated to core curriculum. Institutions of higher education have often found it ideal
to give students ‘well-rounded’ courses of study; this law could make programs focused
4 (US Department of Education, 2014)
5 See Reporting requirements for GE programs 34 CFR §668.410.
6 See 34 CFR §668.405 and §668.406.
7. Proposed Changes to Federal Student Loan Program 7
only on core concepts, and remove some of the traditional elective courses that many
persons perceive as valuable.
Moreover, many GE programs could be eliminated entirely forcing institutions to
be much more flexible thus creating potential problems for how to manage faculty that
have been granted tenure, as well as other complex problems. For the programs that
are eliminated, ultimately market forces will dictate which programs are of necessity to
offer, and which ones are inefficient. Some institutions will still be able to offer these
programs through endowments or by demand from wealthy students, who still desire to
study these subject areas, many others will be eliminated.
The key aim of the proposed legislation is not to eliminate programs; rather to
inform students of the costs, and protect them from predatory marketing of programs,
to ensure that they are pursuing degrees and certifications that will result in gainful
employment following graduation.7
Macroeconomic Effects
From a macroeconomic viewpoint, this proposed change seeks to place downward
pressure on the demand for loanable funds for post-secondary education. As the
aggregate amount of student loan obligations now exceeds well over one trillion
dollars8. The total obligations outstanding has risen steadily for the past 30 years and
explosively in the past decade.
Society has developed a social norm of dictating that earning a four-year degree
is the best option for wealth creation, and while this is still true in essence, this cannot
be taken without some caveats. One comparison, of the accompanying data set for the
GE program, found that on average college graduates who earned a four year degree,
earned on average about the same as their peers who did not have a four year degree
when non-completers and obligators in default are added; this grim statistic seriously
7 See ‘Scope and Purpose’34 CFR §668.401.
8 ‘Total Federal Student Loan Obligations Outstanding,’Federal Reserve Bank of New York.
8. Proposed Changes to Federal Student Loan Program 8
underscores the fact that, the decisions that young Americans make in the months
following high school graduation will most likely determine their economic prosperity,
for the rest of their lives.
We must be very cautious as we consider the macroeconomic impacts when
looking at major changes such as the proposed legislation. There are complex,
unpredictable, and sometimes unique variables that are omnipresent therefore, we
should practice careful consideration in evaluating the pros and cons that are associated
with changes in macroeconomic policy. We must also consider the wealth gap between
the poor and the wealthy, and what might the impacts of any changes of eligibility
requirements of Federal student loans be? Will this positively or negatively affect the
wealth gap? Nevertheless, caution should not metathesize into paralysis of action,
because should no corrective force occur, the current growth in demand for funds is
unsustainable.
Despite governmental interest rate ceilings on federal student loan funds, the
burden of student loan debt is becoming a much more prevalent in the overall
prosperity of the economy. Demand for loanable funds for higher education has
continued to grow rapidly over the past decade, far exceeding wage growth (particularly
for certain courses of study) over the same period9, this has resulted in an increasing
number of students defaulting on student loan obligations nationally10. This problem
will continue to proliferate over the next ten years, and could potentially be the next
financial crisis that faces the American/world economy. However, this crisis would be
more understated than the 2008-2009 crisis; in that there would not be a trigger event,
but rather a longer term, less prevalent stagnation of growth.
9 See Chart Supplement 1.
10 Accordingto the Federal Reserve, CBO, and U.S. Dept. of Education.
9. Proposed Changes to Federal Student Loan Program 9
Outlook of Proposed Changes
The proposed legislation for changes to the rulemaking that determines eligibility of GE
programs to qualify for application of Title IV, HEA funds, was entered into the Federal
Register as a final draft on March 25, 2014.
After evaluating the components of this proposal as well as examining and
analyzing the data sets that accompanied it; I find that the essential aims are sound in
their theory, and that the Obama Administration along with the Department of
Education have pursued the optimal pathway in attacking the root of the problem that
plagues young adults pursuing economic prosperity or ‘the American Dream.’ However,
I do question whether such a complex and dynamic problem can be corrected by simply
comparing annual debt payments with average annual and discretionary earnings.
For example, a real valuation of a company is not simply calculated by two ratios,
as in the case of this legislation, but by a through in-depth analysis of many factors,
which include intangible benefits and the risk of uncertainty. These values are specific
in each case and subject to significant error, in essence it seems unreasonable to
assume that effective change can be made with such a simplistic and more importantly
sweeping rulemaking.
With so much at stake it seems reckless to expose the next generation of
Americans to the risk of these unvetted changes disparagingly impacting the middle and
lower class. Likewise, failing to act on this issue could and likely will, result in the
repression of young Americans who are striving to build wealth.
Alternative to Proposal
The conclusion of which is this – an alternative method should be offered to the current
proposal using a more complex model of determining which GE programs should be
subject to disqualification, and that each program that does not meet determined
requirements be subject to investigation after which, only after a thorough review, will
10. Proposed Changes to Federal Student Loan Program 10
be disqualified with due process. Most importantly, the proposed timeline for
implementation of this program is the most critical issue that must be addressed. This
will ease some of the severe burden that institutions will be placed under by the current
proposal, and give the implementation of this program a higher probability of success.
As in the case of Patient Protection and Affordable Care Act (PPACA), we have seen a
recent example of the effects of drastic and rapid macroeconomic policy changes, and
the systematic stress that it can cause, that can result in unforeseen problems that are
harmful to consumers. It is imperative that all issues that could be harmful to the
students that this program seeks to help be investigated before it is initiated – for if we
fail to plan, we plan to fail.
11. Proposed Changes to Federal Student Loan Program 11
Topics for Additional Study
Questions for additional study on this topic could include: What are the critical factors
to consider? Is there an alternative method for achieving the same goals that reduces
risk exposure? What are specific risks to the success of this program, or how large could
the gains be from these changes? Finally, how critical is timing, and can we afford to
delay acting upon these issues, how much time do we have?