- The document discusses Houston Community College's (HCC) legislative priorities for the 82nd Legislative Session in Texas.
- Key priorities include restoring state funding cuts to maintain adequate base funding levels and prevent tuition/tax increases. This funding is critical for HCC to meet the state's economic and workforce development needs.
- HCC also seeks to maintain employee benefits, receive funding for new campus facilities and enrollment growth, address the nursing shortage, and allow dual credit courses to substitute for end-of-course exams.
- Maintaining adequate state appropriations is important for community colleges to fulfill their mission of providing education and training amid high student enrollment growth and the state's economic recovery.
This document outlines legislative priorities for Houston Community College (HCC) for the 81st Texas Legislative Session. Key priorities include: adopting the New Community College Compact to provide sufficient and incentive-based funding for community colleges; fully funding anticipated increased contact hours from new facilities; maintaining the historical definition of proportionality for employee benefits funding; and expanding funding for nursing programs and student financial aid to increase access to education. The priorities aim to help Texas meet its goals for increasing educational attainment as outlined in Closing the Gaps.
The document outlines the legislative priorities of Houston Community College for the 83rd Texas Legislative Session. Key priorities include adequate base funding for operations and growth, adopting an outcomes-based funding model that accounts for challenges faced by community college students, expanding grant-based financial aid for community college students, restoring full funding for employee benefits, and obtaining funding for new facilities and programs to address the nursing shortage.
President Obama's 2015 budget plan proposes increasing funds for higher education programs that support low-income and minority students. It includes a $100 increase to the maximum Pell Grant, $75 million for new grants to support innovation at minority-serving institutions, and a $7 billion initiative to reward colleges that graduate more low-income students. However, Republican leaders oppose many of these proposed increases and investments in education spending.
This document is a submission by the Canadian Federation of Students to the Department of Foreign Affairs and International Trade regarding negotiations on trade in services under the World Trade Organization's General Agreement on Trade in Services (GATS). The Federation expresses concerns that GATS negotiations aim to treat education as a tradable commodity rather than a public good. Liberalizing trade in education services could undermine Canada's publicly funded post-secondary system by allowing private companies to establish for-profit educational institutions in Canada. The Federation urges the Canadian government to protect public education and not subject it to market forces during the GATS negotiations.
Ospi K 12 Finance Outlook And 6 Key Recommendations Vancouver 10 23 08WSU Cougars
The document discusses several key issues facing K-12 school finance in Washington: 1) State funding formulas are not keeping pace with rising costs, leaving districts with deep budget shortfalls; 2) Compensation, health benefits, and other operating costs are increasing faster than revenue; 3) The state underfunds basic education programs including salaries, special education, and learning assistance. It proposes recommendations to address these issues, such as redefining basic education resources and increasing funding for staffing, salaries, and program support.
Copy Of K 12 Finance Outlook And 6 Key Recommendations Vancouver 10 23 08WSU Cougars
The document discusses the financial challenges facing K-12 schools in Washington state. It notes shortfalls in state funding for salaries, benefits, and other operational costs that force districts to rely heavily on local levies. Looking ahead, the budget problems are expected to deepen as costs rise faster than revenues. The Basic Education Finance Task Force is examining proposals to reform school funding formulas to provide stable, adequate support and address underlying funding issues.
The document outlines North Carolina's proposed budget for public education for fiscal years 2019-20 and 2020-21. It includes:
1) Raising teacher pay to be the highest in the Southeast by investing $210 million in 2019-20 and $390 million in 2020-21 in teacher and administrator compensation.
2) Providing $40 million for safer schools and healthier students by funding nurses, counselors, and school resource officers.
3) Investing $9 million to recruit and retain teachers through programs like Teaching Fellows.
4) Giving $29 million for textbooks, supplies, and digital learning opportunities for students.
The document summarizes various sources of financial aid available to students in 2009-2010, including grants, scholarships, loans, and work-study programs. It outlines several federal and state grant programs, as well as scholarships targeted towards specific groups. It also discusses federal loan and work-study options. The document encourages students to contact their university financial aid office for more information on available assistance.
This document outlines legislative priorities for Houston Community College (HCC) for the 81st Texas Legislative Session. Key priorities include: adopting the New Community College Compact to provide sufficient and incentive-based funding for community colleges; fully funding anticipated increased contact hours from new facilities; maintaining the historical definition of proportionality for employee benefits funding; and expanding funding for nursing programs and student financial aid to increase access to education. The priorities aim to help Texas meet its goals for increasing educational attainment as outlined in Closing the Gaps.
The document outlines the legislative priorities of Houston Community College for the 83rd Texas Legislative Session. Key priorities include adequate base funding for operations and growth, adopting an outcomes-based funding model that accounts for challenges faced by community college students, expanding grant-based financial aid for community college students, restoring full funding for employee benefits, and obtaining funding for new facilities and programs to address the nursing shortage.
President Obama's 2015 budget plan proposes increasing funds for higher education programs that support low-income and minority students. It includes a $100 increase to the maximum Pell Grant, $75 million for new grants to support innovation at minority-serving institutions, and a $7 billion initiative to reward colleges that graduate more low-income students. However, Republican leaders oppose many of these proposed increases and investments in education spending.
This document is a submission by the Canadian Federation of Students to the Department of Foreign Affairs and International Trade regarding negotiations on trade in services under the World Trade Organization's General Agreement on Trade in Services (GATS). The Federation expresses concerns that GATS negotiations aim to treat education as a tradable commodity rather than a public good. Liberalizing trade in education services could undermine Canada's publicly funded post-secondary system by allowing private companies to establish for-profit educational institutions in Canada. The Federation urges the Canadian government to protect public education and not subject it to market forces during the GATS negotiations.
Ospi K 12 Finance Outlook And 6 Key Recommendations Vancouver 10 23 08WSU Cougars
The document discusses several key issues facing K-12 school finance in Washington: 1) State funding formulas are not keeping pace with rising costs, leaving districts with deep budget shortfalls; 2) Compensation, health benefits, and other operating costs are increasing faster than revenue; 3) The state underfunds basic education programs including salaries, special education, and learning assistance. It proposes recommendations to address these issues, such as redefining basic education resources and increasing funding for staffing, salaries, and program support.
Copy Of K 12 Finance Outlook And 6 Key Recommendations Vancouver 10 23 08WSU Cougars
The document discusses the financial challenges facing K-12 schools in Washington state. It notes shortfalls in state funding for salaries, benefits, and other operational costs that force districts to rely heavily on local levies. Looking ahead, the budget problems are expected to deepen as costs rise faster than revenues. The Basic Education Finance Task Force is examining proposals to reform school funding formulas to provide stable, adequate support and address underlying funding issues.
The document outlines North Carolina's proposed budget for public education for fiscal years 2019-20 and 2020-21. It includes:
1) Raising teacher pay to be the highest in the Southeast by investing $210 million in 2019-20 and $390 million in 2020-21 in teacher and administrator compensation.
2) Providing $40 million for safer schools and healthier students by funding nurses, counselors, and school resource officers.
3) Investing $9 million to recruit and retain teachers through programs like Teaching Fellows.
4) Giving $29 million for textbooks, supplies, and digital learning opportunities for students.
The document summarizes various sources of financial aid available to students in 2009-2010, including grants, scholarships, loans, and work-study programs. It outlines several federal and state grant programs, as well as scholarships targeted towards specific groups. It also discusses federal loan and work-study options. The document encourages students to contact their university financial aid office for more information on available assistance.
The document summarizes various sources of financial aid available to students in 2009-2010, including grants, scholarships, loans, and work-study programs. It outlines several federal and state grant programs, such as Pell Grants and the Maine State Grant Program. It also discusses scholarships, loans like Perkins and Stafford Loans, and work-study opportunities including the Federal Work-Study Program. Additional resources for career development and assistance for specific groups are also listed.
The President's Fiscal Year 2014 Budget aims to strengthen the middle class through investments in areas like education, manufacturing, and infrastructure, while continuing to reduce the deficit. It includes $1.8 trillion in additional deficit reduction over 10 years, achieving a total of $4.3 trillion in deficit reduction. The budget prioritizes making critical investments to create jobs and grow the economy in a balanced way, through proposals like increasing access to early childhood education and job training programs.
Bangladesh allocates a relatively small percentage of its GDP and national budget to education compared to international standards. While the development budget for education has increased in recent years, overall education expenditure declined in FY2016. Domestic revenue generation remains low as a percentage of GDP. Resources generated by the Ministry of Primary and Mass Education and Ministry of Education make up only about 1% of their total budgets. Efficient utilization of allocated resources, including project aid, remains a major challenge.
The document proposes a uniform articulation agreement between North Carolina community college Associate in Arts in Teacher Preparation (AATP) and Associate in Science in Teacher Preparation (ASTP) programs and educator preparation programs at independent colleges and universities in North Carolina. It establishes policies and regulations to facilitate the transfer of credits for students who graduate from AATP/ASTP programs and enroll in teacher education programs. The agreement aims to increase opportunities for community college transfer students and help address the state's teacher shortage.
Federal Policy Update: Student Parent Support SymposiumMarcie Foster
Federal policy is helping student parents in several key ways, but more support is still needed. The Supplemental Nutrition Assistance Program (SNAP) and Temporary Assistance for Needy Families (TANF) provide assistance for low-income families, but both face cuts. Pell Grants and tax credits help with college costs, but Pell Grants face a long-term funding shortfall. Child care assistance is underfunded despite high unmet need. Immigration reform and workforce programs also impact student parents if reauthorized properly. Upcoming budget battles and the "new normal" of austerity pose challenges to maintaining support for low-income student parents.
The document provides a critique of the Canadian government's policies around post-secondary education and innovation. It argues that while the economy has grown, funding for post-secondary education has declined significantly. It offers a detailed analysis of the government's policy papers on innovation and post-secondary education, arguing they have largely proposed only superficial solutions. It concludes by recommending changes to student loan programs and expressing criticism of using tax measures as a means of funding post-secondary institutions.
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.
2014-15 Blueprint for a Responsible Budget — California Assembly Democratic C...AssemblyDems
After a decade of two massive economic crises, California’s Budget is once again balanced
A structurally balanced budget provides ability to ensure stability for the budget and expand opportunity for California families:
Ensuring Stability:
Enables budget to withstand inevitable economic downturns and make sound investments.
Expanding Opportunities:
Improves lives of Californians and strengthens state’s long-term economy.
Therefore, Assembly Democrats propose the 2014-15 Blueprint for a Responsible Budget
Grants, scholarships, loans, and work-study programs provide various forms of financial aid for students. Grants such as Pell Grants and FSEOG are need-based and do not need to be repaid. Scholarships like the Osher Scholarship offer free tuition based on qualifications. Loans like Perkins and Stafford loans are available but require repayment. Work-study programs provide on-campus jobs to help pay for expenses. Additional resources help those in specific fields or circumstances, such as veterans or displaced workers.
This document summarizes various sources of financial aid available to students, including grants, scholarships, loans, and work study. It outlines the following key points:
Grants include need-based Pell Grants from the federal government, as well as state and university grants. Scholarships are also available for students with special qualifications. Loans include Perkins Loans, Stafford Loans, and PLUS Loans for parents. The Federal Work Study Program allows students to earn money for tuition through on-campus jobs. The document encourages students to contact their university financial aid office for more information on available funding options.
The document summarizes how school financing is administered in the Philippines. It outlines the various sources of funding for different levels of education, including taxes, fees, and government appropriations. It also describes the procedures followed by local, provincial, and national governments in budgeting, approving, and expending funds for education. Key responsibilities include the national government primarily supporting elementary education, and jointly supporting secondary education with local governments.
This document summarizes AONTAS' response to the Irish government's Budget 2017. It welcomes measures to support disadvantaged students' access to higher education through grants and funding. However, it calls for greater investment in community education programs, which provide flexible learning opportunities. It also recommends that adult learners are meaningfully consulted regarding reforms to further and higher education funding.
The document discusses different methods for financing pre-K-12 education in Saskatchewan, including the Foundation Grant Method, Prototype Schools Method, and Resource Cost Method. The Foundation Grant Method provides a basic level of funding to each student but does not necessarily keep pace with rising costs. The Prototype Schools Method determines funding levels needed for "average" elementary, middle, and high schools but assumes all schools are similar. The Resource Cost Method accounts for the actual costs of delivering mandated programs based on resources needed.
Leandro finance work group priorities - September 2019EducationNC
The document outlines draft priorities for a constitutionally compliant public school finance system in North Carolina. It recommends determining an adequate level of per-pupil funding to provide a sound basic education, adjusting teacher and staff allotments to provide more support for high-needs students, ensuring adequate funding for specialized instructional support staff, implementing statewide salary schedules, providing dedicated funding for school infrastructure and technology needs, modifying charter school funding, and ensuring access to free school meals for all students in need.
The Governor proposes replacing the state's existing K-12 funding system of revenue limits and categorical programs with a new Local Control Funding Formula (LCFF). The LCFF would consolidate most existing programs into a streamlined formula providing school districts and charter schools with a uniform base rate per pupil for four grade spans. The base rates would be supplemented for students from low-income families, English learners, foster youth, and those attending districts with high concentrations of such students. The proposal establishes long-term target funding levels and would phase in the rates over multiple years, providing $1.6 billion in additional funding for 2013-14. While removing most spending requirements, the new system aims to simplify funding, link it to student needs
This document discusses options for financing higher education in developing countries. It examines reforms in developed nations that introduced tuition fees and income-contingent student loan programs. For developing countries, it explores financing options like private sector involvement, tuition fees on a sliding scale, student loans, graduate taxes, and universities pursuing entrepreneurial activities. Overall, the document argues that financing higher education requires a comprehensive approach involving public funding reforms, private sector participation, and institutional restructuring.
This document provides an overview of funding sources for Iowa K-12 public schools. It discusses major funding sources like the general fund, physical plant and equipment levy (PPEL), and debt service. The general fund is the most important and relies on student counts, a cost per student set by the state, and funding from property taxes and state aid. Spending authority, set by the state, limits how much districts can spend from the general fund. Other funds have more flexible spending but cannot be used to offset general fund shortfalls. The document outlines restrictions on uses of funds and approval processes for things like voter-approved levies and bond issues. Financial health focuses on general fund spending authority and the district's ability
Evaluation of the secondary and pre university education in karnataka 0UllalNews
1) The document evaluates secondary and pre-university education in Karnataka. It finds that while expansion has occurred, quality remains uneven and challenges remain around affordability, infrastructure, teacher staffing and retention rates.
2) A large private sector dominates at the secondary level, comprising 65% of schools. Distribution of public institutions is also uneven across the state.
3) The state lacks a clear policy to address issues like unviable schools, declining enrollment in government schools, infrastructure deficits, and teacher vacancies. The large expenditure on private aid also risks limiting development funds.
Making Vibrant Connections: Higher Education and the Business CommunityMelissa DeFreest
This document discusses the importance of connections between higher education and the business community. It notes that workforce training programs are most effective when they are aligned with local industry needs, provide valuable credentials, and have meaningful employer engagement. It also states that economic development benefits from colleges focusing on innovation, discovery, sustainable growth, and embracing diversity. Finally, it emphasizes that higher education institutions can support their local communities by embedding engagement and entrepreneurship in their mission, and by partnering with K-12 schools and advocating for public policy issues.
The document discusses a solution to price wars between brands and third party retailers. It proposes a pricing engine that can create compelling promotional offers while protecting margins. The pricing engine would integrate tightly with ecommerce systems to publish promotions on product pages. It would also allow promotions to be published on social media platforms like Facebook to extend brand reach. The financial model is pay for performance with commissions on net sales and free upgrades.
The document summarizes various sources of financial aid available to students in 2009-2010, including grants, scholarships, loans, and work-study programs. It outlines several federal and state grant programs, such as Pell Grants and the Maine State Grant Program. It also discusses scholarships, loans like Perkins and Stafford Loans, and work-study opportunities including the Federal Work-Study Program. Additional resources for career development and assistance for specific groups are also listed.
The President's Fiscal Year 2014 Budget aims to strengthen the middle class through investments in areas like education, manufacturing, and infrastructure, while continuing to reduce the deficit. It includes $1.8 trillion in additional deficit reduction over 10 years, achieving a total of $4.3 trillion in deficit reduction. The budget prioritizes making critical investments to create jobs and grow the economy in a balanced way, through proposals like increasing access to early childhood education and job training programs.
Bangladesh allocates a relatively small percentage of its GDP and national budget to education compared to international standards. While the development budget for education has increased in recent years, overall education expenditure declined in FY2016. Domestic revenue generation remains low as a percentage of GDP. Resources generated by the Ministry of Primary and Mass Education and Ministry of Education make up only about 1% of their total budgets. Efficient utilization of allocated resources, including project aid, remains a major challenge.
The document proposes a uniform articulation agreement between North Carolina community college Associate in Arts in Teacher Preparation (AATP) and Associate in Science in Teacher Preparation (ASTP) programs and educator preparation programs at independent colleges and universities in North Carolina. It establishes policies and regulations to facilitate the transfer of credits for students who graduate from AATP/ASTP programs and enroll in teacher education programs. The agreement aims to increase opportunities for community college transfer students and help address the state's teacher shortage.
Federal Policy Update: Student Parent Support SymposiumMarcie Foster
Federal policy is helping student parents in several key ways, but more support is still needed. The Supplemental Nutrition Assistance Program (SNAP) and Temporary Assistance for Needy Families (TANF) provide assistance for low-income families, but both face cuts. Pell Grants and tax credits help with college costs, but Pell Grants face a long-term funding shortfall. Child care assistance is underfunded despite high unmet need. Immigration reform and workforce programs also impact student parents if reauthorized properly. Upcoming budget battles and the "new normal" of austerity pose challenges to maintaining support for low-income student parents.
The document provides a critique of the Canadian government's policies around post-secondary education and innovation. It argues that while the economy has grown, funding for post-secondary education has declined significantly. It offers a detailed analysis of the government's policy papers on innovation and post-secondary education, arguing they have largely proposed only superficial solutions. It concludes by recommending changes to student loan programs and expressing criticism of using tax measures as a means of funding post-secondary institutions.
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.
2014-15 Blueprint for a Responsible Budget — California Assembly Democratic C...AssemblyDems
After a decade of two massive economic crises, California’s Budget is once again balanced
A structurally balanced budget provides ability to ensure stability for the budget and expand opportunity for California families:
Ensuring Stability:
Enables budget to withstand inevitable economic downturns and make sound investments.
Expanding Opportunities:
Improves lives of Californians and strengthens state’s long-term economy.
Therefore, Assembly Democrats propose the 2014-15 Blueprint for a Responsible Budget
Grants, scholarships, loans, and work-study programs provide various forms of financial aid for students. Grants such as Pell Grants and FSEOG are need-based and do not need to be repaid. Scholarships like the Osher Scholarship offer free tuition based on qualifications. Loans like Perkins and Stafford loans are available but require repayment. Work-study programs provide on-campus jobs to help pay for expenses. Additional resources help those in specific fields or circumstances, such as veterans or displaced workers.
This document summarizes various sources of financial aid available to students, including grants, scholarships, loans, and work study. It outlines the following key points:
Grants include need-based Pell Grants from the federal government, as well as state and university grants. Scholarships are also available for students with special qualifications. Loans include Perkins Loans, Stafford Loans, and PLUS Loans for parents. The Federal Work Study Program allows students to earn money for tuition through on-campus jobs. The document encourages students to contact their university financial aid office for more information on available funding options.
The document summarizes how school financing is administered in the Philippines. It outlines the various sources of funding for different levels of education, including taxes, fees, and government appropriations. It also describes the procedures followed by local, provincial, and national governments in budgeting, approving, and expending funds for education. Key responsibilities include the national government primarily supporting elementary education, and jointly supporting secondary education with local governments.
This document summarizes AONTAS' response to the Irish government's Budget 2017. It welcomes measures to support disadvantaged students' access to higher education through grants and funding. However, it calls for greater investment in community education programs, which provide flexible learning opportunities. It also recommends that adult learners are meaningfully consulted regarding reforms to further and higher education funding.
The document discusses different methods for financing pre-K-12 education in Saskatchewan, including the Foundation Grant Method, Prototype Schools Method, and Resource Cost Method. The Foundation Grant Method provides a basic level of funding to each student but does not necessarily keep pace with rising costs. The Prototype Schools Method determines funding levels needed for "average" elementary, middle, and high schools but assumes all schools are similar. The Resource Cost Method accounts for the actual costs of delivering mandated programs based on resources needed.
Leandro finance work group priorities - September 2019EducationNC
The document outlines draft priorities for a constitutionally compliant public school finance system in North Carolina. It recommends determining an adequate level of per-pupil funding to provide a sound basic education, adjusting teacher and staff allotments to provide more support for high-needs students, ensuring adequate funding for specialized instructional support staff, implementing statewide salary schedules, providing dedicated funding for school infrastructure and technology needs, modifying charter school funding, and ensuring access to free school meals for all students in need.
The Governor proposes replacing the state's existing K-12 funding system of revenue limits and categorical programs with a new Local Control Funding Formula (LCFF). The LCFF would consolidate most existing programs into a streamlined formula providing school districts and charter schools with a uniform base rate per pupil for four grade spans. The base rates would be supplemented for students from low-income families, English learners, foster youth, and those attending districts with high concentrations of such students. The proposal establishes long-term target funding levels and would phase in the rates over multiple years, providing $1.6 billion in additional funding for 2013-14. While removing most spending requirements, the new system aims to simplify funding, link it to student needs
This document discusses options for financing higher education in developing countries. It examines reforms in developed nations that introduced tuition fees and income-contingent student loan programs. For developing countries, it explores financing options like private sector involvement, tuition fees on a sliding scale, student loans, graduate taxes, and universities pursuing entrepreneurial activities. Overall, the document argues that financing higher education requires a comprehensive approach involving public funding reforms, private sector participation, and institutional restructuring.
This document provides an overview of funding sources for Iowa K-12 public schools. It discusses major funding sources like the general fund, physical plant and equipment levy (PPEL), and debt service. The general fund is the most important and relies on student counts, a cost per student set by the state, and funding from property taxes and state aid. Spending authority, set by the state, limits how much districts can spend from the general fund. Other funds have more flexible spending but cannot be used to offset general fund shortfalls. The document outlines restrictions on uses of funds and approval processes for things like voter-approved levies and bond issues. Financial health focuses on general fund spending authority and the district's ability
Evaluation of the secondary and pre university education in karnataka 0UllalNews
1) The document evaluates secondary and pre-university education in Karnataka. It finds that while expansion has occurred, quality remains uneven and challenges remain around affordability, infrastructure, teacher staffing and retention rates.
2) A large private sector dominates at the secondary level, comprising 65% of schools. Distribution of public institutions is also uneven across the state.
3) The state lacks a clear policy to address issues like unviable schools, declining enrollment in government schools, infrastructure deficits, and teacher vacancies. The large expenditure on private aid also risks limiting development funds.
Making Vibrant Connections: Higher Education and the Business CommunityMelissa DeFreest
This document discusses the importance of connections between higher education and the business community. It notes that workforce training programs are most effective when they are aligned with local industry needs, provide valuable credentials, and have meaningful employer engagement. It also states that economic development benefits from colleges focusing on innovation, discovery, sustainable growth, and embracing diversity. Finally, it emphasizes that higher education institutions can support their local communities by embedding engagement and entrepreneurship in their mission, and by partnering with K-12 schools and advocating for public policy issues.
The document discusses a solution to price wars between brands and third party retailers. It proposes a pricing engine that can create compelling promotional offers while protecting margins. The pricing engine would integrate tightly with ecommerce systems to publish promotions on product pages. It would also allow promotions to be published on social media platforms like Facebook to extend brand reach. The financial model is pay for performance with commissions on net sales and free upgrades.
Highlights from our weekly #AtomicChat on Twitter. Information about editorial calendars, content marketing and content curation in this mini transcript. Special guest Ira Haberman. Join in on the discussion every Monday night at 9pm EST/ 8pm CST/ 6pm PST.
The Houston Community College System (HCCS) Investment Policy document provides guidelines for investing funds to achieve safety, liquidity, public trust, and yield. The policy was approved by the HCCS Board of Trustees on November 15, 2012. It defines objectives, strategies, responsibilities and controls for investing HCCS funds in accordance with state law. The policy aims to maximize interest earnings through diversification, managing maturities based on cash flow needs, and minimizing credit risk.
This document provides an unaudited summary of operating statements for Houston Community College System and Public Facility Corporation for the period of September 1, 2013 through August 31, 2014. Total revenues were $293.8 million, 1.6% above the previous year. State appropriations were lower than last year but ad valorem tax collections were higher than budgeted. Total expenses were $281.7 million, 4.3% above last year primarily due to increases in salaries, contracted services, instructional materials and capital outlay. The overall fund balance increased from $339.1 million to $359.8 million.
Houston Community College's (HCC) total unduplicated student enrollment has remained relatively stable between 2010 and 2014, ranging between approximately 70,000 to 75,000 students. While Semester Credit Hour (SCH) enrollment has also remained stable around 58,000-61,000 students, Continuing Education Unit (CEU) enrollment has increased in recent years from around 6,000 to over 7,500 students. Adult education enrollment, including ABE/ESL/GED programs, has decreased from over 5,000 students to around 3,500-4,500 students during this period.
This document provides a summary of financial information for Houston Community College System (HCCS) for the period of September 1-30, 2014. It includes fund balances, revenues, expenses, budgets, and auxiliary fund information. The key details are:
- The total fund balance for HCCS as of September 30, 2014 was $384,068,312, an increase of $33,541,591 from the beginning of the period.
- Total revenues for the period were $54,698,530, while total expenses were $26,131,153, resulting in net revenue of $28,567,377.
- The auxiliary funds saw total revenues of $1,758,504 and total
This document discusses organizational change and developing a common vision. It begins with a quote about how quickly technology changes. It then discusses organizational lifecycles, causes of decline, and models of change. The next sections cover reframing organizations using different lenses and highlights from a 2014 retreat focused on developing a single vision and conclusion for each college and the whole community college system. Exercises are presented to discuss organizational identity, purpose, values, and developing a shared vision statement. The purpose is to transform the culture and align the organization through a strategic planning process.
The document is the 2013-2014 Fact Book for Houston Community College (HCC). It provides statistical information about HCC such as accreditation, approvals, demographics of HCC's service area, student enrollment data, instructional programs, academic achievement, personnel, and financial information. HCC has been accredited by the Southern Association of Colleges and Schools since 1977 and serves over 2 million students within its 631 square mile service area.
We help brands create engaging content for their audiences by providing insights into performance and recommendations for improvement. Our tools analyze content and provide an Atomic Score that measures connection to the audience. We also help identify which audience segments to target and how to perfect messages for each segment so brands can build loyalty, advocacy, and returns.
This document provides a summary of financial statements for Houston Community College System for the period of September 1, 2014 to January 31, 2015. As of January 31, 2015, total revenue received was $193.7 million, which represents 63.2% of the annual budgeted revenue. Total expenses were $112.2 million, which is 36.6% of the annual budgeted expenses. Compared to the same time period last year, revenue increased by 9.4% while expenses decreased by 2.1%. Tuition and fee revenue increased by 5% due to enrollment increases. Salaries increased by 5% due to annual salary increases for employees. Certain expense categories decreased due to greater oversight of expenditures.
Looking for IRA and retirement plan training? Learn from Ascensus' professional IRA and retirement plan trainers. Mix and match online and instructor-led delivery formats for a better learning experience!
For more information: www.nafcu.org/ascensus
El documento describe diferentes tipos de pérdidas que ocurren en máquinas eléctricas como motores y generadores. Estas incluyen pérdidas por histéresis y corrientes de Foucault causadas por la magnetización y desmagnetización de materiales, así como rozamiento mecánico. También distingue entre pérdidas independientes y variables con la carga, y proporciona fórmulas para calcular la potencia en motores, generadores y transformadores.
Este documento presenta una breve introducción a la ingeniería económica. Estudia la toma de decisiones, los costos y la elección de la mejor alternativa para problemas como el lanzamiento de nuevos productos, la innovación de equipos, el aumento de personal o la apertura de nuevas sucursales. También analiza opciones de financiamiento para el crecimiento empresarial como préstamos bancarios o la retención de utilidades. Además, la ingeniería económica considera factores como la inflación, el tiempo, la distancia y la cantidad
Savana é um termo usado para descrever áreas com gramíneas e árvores esparsas. Savanas ocorrem em climas tropicais com estações secas e úmidas na América do Sul, África, Austrália e Ásia. Existem diferentes tipos de savanas dependendo da vegetação e clima, incluindo savanas herbáceas, arbustivas e arbóreas.
Morality is based on principles that define right and wrong and hold individuals accountable for their decisions, though what is viewed as moral can vary between cultures. Morality requires avoiding harm and having good conduct, while ethics refers more specifically to rules of conduct established by organizations to govern their members, such as codes of ethics or ethics committees. Both morality and ethics emphasize honest and responsible behavior in personal and professional dealings.
The document outlines legislative priorities for Houston Community College (HCC) for the 81st Texas Legislative Session. Key priorities include: 1) adopting the New Community College Compact to provide sufficient and incentive-based funding for community colleges; 2) fully funding additional contact hours from new and expanded facilities to meet growing demand; and 3) maintaining funding for employee benefits and programs to address nursing shortages. The priorities are aimed at enhancing educational opportunities and the workforce in line with state goals, while preserving affordability and access.
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.
Senator Moore College Affordability-Student Debt Op-EdEric J. Alves
Senator Michael O. Moore discusses the importance of making college more affordable and accessible. He notes that state funding for public higher education has declined 31% from 2001-2013, resulting in tuition increases. The current state budget aims to reverse this trend by increasing funding and implementing a tuition freeze. It also ties 50% of community college funding to performance metrics like graduation rates. The senator advocates for improving financial literacy and ensuring financial aid is used effectively to support students while controlling costs.
The document outlines the timeline and key aspects of the proposed Fiscal Year 2019 budget for public higher education in Massachusetts. It recommends a total budget request of $8.2 million over FY2018, including increases to financial aid programs and the Performance Incentive Fund, and decreases to certain administrative line items. The budget would represent a net increase of 2% over the FY2018 budget.
The document compares the NC Governor's recommended 2021-23 budget to the NC Senate's proposed budget on key education issues identified by the NC Forum. Some key differences include:
- The Senate budget provides 3% raises for teachers over 2 years, while the Governor's budget provides 10% raises.
- Funding for recruitment and retention of educators differs, with the Senate focusing on bonuses and the Governor targeting initiatives like scholarships.
- The budgets allocate COVID relief funds differently, with the Senate using $15 million for low-performing schools and $15 million for mental health services contracts.
- Capital funding amounts differ, with the Governor proposing a $4.7 billion bond and the Senate directing $650
In this activity, you will 1. visit the websile Budget O1. The. Unit.pdfnijamabdulkarim
In this activity, you will: 1. visit the websile Budget O1. The. United States For Fixcal Yeat
2023 2. read only pages 57.59 of the document, and anwer the following questions 1. please list
three changes for students in the most recent budget 2. bow did these three factors change from
the previous budget 3. In your opinion, please list two points in favor of and two points opposing
the curtent proposal 4. Make sare yoa read the actual pages numbered 57-59 that talk about
Department of Edocation Please respond to the above questions in a Word Document and upload
your respomess to the Module 12 .Assignmeot folder in dhis module. Piease cavefally tead
throoph the. Assignment rubric. Ruboic for Astivity Assignmem
DEPARTMENT OF EDUCATION The Department of Education assists States, school districts,
and institutions of higher education in providing a high-quality education to all students and
addressing the inequitable barriers underserved students face in education. The President's 2023
Budget for the Department of Education makes historic investments in the Nation's future
prosperity: increases aid for highpoverty schools; meets the needs of students with disabilities;
and expands access to higher education. The Budget requests $88.3 billion in discretionary
funding for the Department of Education, a $15.3 billion or 20.9-percent increase from the 2021
enacted level. The President's 2023 Budget: K-12 Education - Makes Historic Investments in
High-Poverty Schools. To advance the goal of providing a high-quality education to every
student, the Budget provides $36.5 billion for Title I, including $20.5 billion in discretionary
funding and $16 billion in mandatory funding, which more than doubles the program's funding
compared to the 2021 enacted level. Title I helps schools provide students in low-income
communities the learning opportunities and support they need to succeed. This substantial new
support for the program, which serves 25 million students in nearly 90 percent of school districts
across the Nation, would be a major step toward fulfilling the President's commitment to address
long-standing funding disparities between under-resourced schools-which disproportionately
serve students of color-and their wealthier counterparts. - Prioritizes the Health and Well-Being
of Students. Disruptions caused by the COVID-19 pandemic continue to take a toll on the
physical and mental health of students, teachers, and school staff. Recognizing the profound
effect of physical and mental health on academic achievement, the Budget includes a $1 billion
investment to increase the number of counselors, nurses, school psychologists, social workers,
and other health professionals in schools. - Increases Support for Children with Disabilities. The
President is committed to ensuring that children and youth with disabilities receive the services
and support they need to thrive in school and graduate ready for college or a career. The Budget
provides an additional.
North Carolina budget analysis from NC Justice CenterEducationNC
The budget agreement provides some increased funding for education in North Carolina but does not fully address the needs outlined in the Leandro Comprehensive Remedial Plan. It provides teacher and other staff salary increases averaging 5% over two years, supplements for low-wealth districts, and additional funding for students with disabilities and instructional support staff. However, it falls short of the Leandro plan's calls for greater investments in targeted allotments, early childhood education, principal and teacher recruitment programs, and overall K-12 funding. While the budget makes initial investments, long-term recurring funding is still needed to ensure all students receive a sound basic education as required by the state constitution.
Propel NC: A New Community College Business Model for the New North Carolina ...Mebane Rash
North Carolina’s investments in economic and workforce development have created booming business and jobs’ growth in key sectors that will drive our state’s economy for generations to come. Now we need to make sure North Carolinians fill those great North Carolina jobs.
The document summarizes information from the State Senator Royce West and Glenn Heights Mayor Leon Tate town hall meeting on the FY14-15 Texas state budget and key issues. It provides an overview of the state budget, funding for public schools, higher education, health and human services, water infrastructure and transportation. It also discusses bills related to education, Medicaid delivery and reducing tickets issued to juveniles for minor school infractions.
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.
20060314 Murray (Alger) Cash for College Bringing Free-market Reform to Highe...Vicki Alger
- Enrollment at Arizona's public universities is projected to increase from 115,000 to 185,000 students by 2020, which could almost double state appropriations for operating expenses from $1.3 billion to $2.4 billion.
- The existing higher education finance system is inefficient and ill-suited to accommodate projected enrollment growth. Giving students grants to attend public or private institutions would expand options and incentivize cost controls.
- Colorado's College Opportunity Fund program, which gives students stipends to attend public or private institutions, provides a model for how Arizona could implement a student grant system to make funding higher education more efficient.
State budget impact 01 15-11 steve bodnar wsu presentation january 8, 2011WSU Cougars
The document discusses the impact of the Governor's proposed 2009-2011 and 2011-2013 state budgets on K-12 education funding, including reductions to programs like class size reduction and highly capable programs. It notes the reductions would eliminate around $447,000 for Centralia School District in 2010-2011 and potentially result in 6-7 teacher layoffs. Guiding principles for Centralia in making budget reductions emphasize maintaining core educational programs and class sizes while seeking input and minimizing student and family impacts.
The document discusses the impact of the Governor's proposed 2009-2011 and 2011-2013 state budgets on K-12 education funding, including reductions to programs like class size reduction and highly capable programs. It notes the reductions would eliminate around $447,000 for Centralia School District in 2010-2011 and potentially result in 6-7 teacher layoffs. Guiding principles for Centralia in making budget reductions emphasize maintaining core educational programs and class sizes while seeking input and minimizing student and family impacts.
IDSL 855 - Student Financial Aid PowerPointccleadership
Federal financial aid, especially Pell Grants, makes up a large portion of community colleges' revenue. A decrease in available financial aid could result in up to a 50% drop in tuition revenue for some colleges. Colleges are highly dependent on tuition as their main source of funding due to state budget cuts. Changes to financial aid legislation and eligibility can significantly impact enrollment numbers and a college's financial stability.
The document discusses the budget crisis facing Charlotte-Mecklenburg Schools for the 2011-2012 school year due to reductions in state and county funding, requiring cuts of $62-125 million and impacting over 1,500 positions. It outlines CMS's proposed budget cuts and strategic plan to minimize the impact on classrooms while continuing to improve student achievement, and encourages community involvement to support public schools.
1) State funding for K-12 schools in South Dakota has dropped 10% over the last 10 years, with schools now receiving less than 15% of the state's budget.
2) The Rapid City Area Schools district will need to cut 60-70 positions per year, equivalent to $3 million in cuts, if funding is not increased as enrollment grows.
3) Voters will be asked to approve a $6 million per year "opt-out" of property tax limitations for 5 years to make up funding shortfalls and avoid further cuts to programs and teachers.
Budget letter to state leaders from school and district leadersEducationNC
North Carolina's public schools face a staffing crisis as they enter the fourth month of the fiscal year without a state budget. Teachers and other personnel are leaving for higher paying jobs elsewhere due to non-competitive salaries. Principals are taking on multiple roles to address staffing shortages. School leaders urge state leaders to compromise and pass a budget that significantly increases compensation for all school employees, provides additional funding for student mental health support staff, and fully funds recommendations to improve the state's constitutional obligation to education.
The letter requests additional federal funding and support for 1890 land grant universities due to losses from the COVID-19 pandemic. It outlines a three-point plan asking for: 1) tripling Pell grants to support student enrollment and revenue, 2) $190 million for technology infrastructure as universities have transitioned online, and 3) $1.4 billion to maintain research capacity, expand health programs to address disparities, and bolster related infrastructure like teaching hospitals. The letter emphasizes that 1890 universities have been uniquely impacted given their history and student demographics.
The document summarizes workforce trends in Texas, the Houston region, and at Houston Community College. It notes that while the Texas and Houston economies are growing and job demand is high, traditional college enrollment and the number of high school graduates entering higher education have been declining. TRUE Initiative grants awarded to HCC helped increase enrollment in cybersecurity, commercial driver's license training, and manufacturing programs to help close workforce skills gaps. However, sustained funding is needed to continue meeting the region's workforce needs as the economy grows.
The document provides an overview of Houston Community College System. It summarizes key student demographics which show the student body is diverse with over half being students of color. It also outlines the colleges' strategic priorities which focus on student success, diversity, personalized learning, and becoming the top choice for education. Additionally, it reviews the college's governance structure and administration.
The Houston Community College Small Business Development Program has made improvements to expand opportunities for certified small businesses. The program certification accepts additional certifications from the City of Houston and now includes minority, women, disabled, and disadvantaged owned businesses. The evaluation process for small businesses has also improved to maximize their chance of competing for and winning contracts. Certified small businesses can now receive up to 15 points based on their status and level of subcontracting with other certified small businesses.
This document is the procurement operations procedures manual for HCC. It provides definitions for over 75 procurement-related terms used throughout the manual. The table of contents shows that the manual contains articles on general provisions, sources of supplies and services, procurement methods, competitive sealed bidding, competitive sealed proposals, construction procurement, contract administration and close out. The document establishes standard procedures and guidelines for HCC's procurement processes.
This document provides information about Houston Community College (HCC) for the Common Data Set. It includes contact information for HCC's Office of Institutional Research and general information about HCC such as its status as a public community college with an open enrollment policy. Enrollment numbers from 2020-2021 are provided for full-time and part-time students by gender and race/ethnicity. Graduation and retention rates cannot be provided since HCC is a two-year institution. Application information is given showing total freshman applicants and admits for 2020. Admission requirements are not listed since HCC has an open enrollment policy.
This document contains the bylaws of the Board of Trustees of Houston Community College. It establishes ethics policies for trustees and senior staff, including a code of conduct. It has been amended over 30 times since its initial adoption in 2010 to update various sections. The bylaws cover topics like the board's powers and authority, committees, meetings, and operations. It aims to ensure high ethical standards and proper governance of the college.
This document outlines Houston Community College's regulation regarding ensuring equal access to technology resources for individuals with disabilities. It establishes guidelines for making the college's websites and digital content compliant with Web Content Accessibility Guidelines 2.0 Level AA. It defines key terms and roles, such as designating the ADA/Section 504 Coordinator as responsible for handling requests regarding inaccessible online content. The regulation applies to all college employees and users of technology resources, and states that inaccessible content must be made available in an equally effective alternative format upon request.
This document summarizes the bylaws of the Board of Trustees of Houston Community College. It outlines ethics policies for board members and senior staff, including standards of conduct, prohibited communications during the bid process, and requirements for disclosing conflicts of interest. The bylaws establish that board members must act in the best interests of the college, maintain confidentiality, and avoid undue external influence. Board members and senior staff are prohibited from certain communications with bidders during the bid period and from accepting related political contributions.
1. The document is a memorandum from the Chancellor of Houston Community College to the Board of Trustees regarding new reporting requirements under Texas law for incidents of sexual harassment, assault, dating violence or stalking.
2. It provides details on the requirements of Texas Education Code Section 51.253(c) which mandates that the Chancellor submit a report to the Board and post publicly on incidents reported and their dispositions.
3. Attached is the first report submitted by the Chancellor to the Board as required, providing summary data on 4 reports received under the relevant section of the Code and 1 report regarding failure to report from January to March 2020. The 3 investigations were still ongoing.
1) The document outlines Houston Community College's policy prohibiting discrimination, harassment, sexual harassment, sexual assault, dating violence, stalking, and retaliation.
2) It defines key terms like employee, sex or gender, and sexual harassment. It also defines prohibited conduct covered by the policy.
3) The policy establishes reporting procedures, including mandatory reporting requirements for employees, and designates the Title IX Coordinator to handle reports of sex discrimination.
This document outlines Houston Community College's policy on sex and gender discrimination, including sexual harassment and retaliation. It defines discrimination and prohibited conduct, and establishes procedures for reporting, investigating, and resolving complaints. It designates the Title IX Coordinator and states that any employee receiving a report must notify them. It also provides examples of corrective actions that may be taken following investigations.
This document outlines the bylaws of the Board of Trustees of Houston Community College. It was originally adopted on January 1, 2010 and has been amended numerous times, with the most recent amendment on February 5, 2020. The bylaws cover topics such as ethics and standards of conduct for trustees and staff, the powers and responsibilities of the board, elections, meetings, committees, and board operations. The purpose is to provide internal governance and management for the board and its activities in accordance with applicable laws.
The Houston Community College System's (HCC) total assets decreased by $5.4 million from fiscal year 2018 primarily due to spending $19.4 million to complete capital improvement projects, reducing restricted cash and investments. Total liabilities increased by $76.4 million mainly due to changes in pension and other post-employment benefit assumptions. HCC's net position increased by $3 million to $393 million for fiscal year 2019 despite higher pension and other post-employment benefit expenses. Non-operating revenues increased by $8 million.
This document is Houston Community College's 2019 Annual Clery Security Report, which provides crime statistics and safety policies for the college as required by law. It summarizes crime data for 2018, including reports of crimes such as burglary, assault, and dating violence. It also outlines the college's policies for reporting crimes, making timely warnings, and preparing the annual disclosure. The report provides definitions of Clery-defined crimes and lists contact information for campus safety authorities.
The document is Houston Community College's updated 2019 procurement plan listing 63 anticipated solicitations for goods and services projected to be sourced during the year, grouped by month. It notes that additional needs may be added and that official solicitation notices will be posted on the procurement website. It also outlines prohibited communication policies for proposers during the "blackout period" between advertisement and contract execution or cancellation.
This document provides information about Houston Community College for a Common Data Set. It includes contact information for the college, basic facts such as the types of degrees offered and academic calendar, enrollment numbers broken down by gender and race/ethnicity, persistence and graduation rates, and retention rates. Houston Community College is a public, coeducational institution located in Houston, Texas that offers associate degrees and certificates on a semester system with an undergraduate enrollment of over 57,000 students as of fall 2018.
The document provides tips on how to recognize email scams by learning to spot suspicious elements like generic salutations, alarmist messages, grammatical errors, requests for personal information, and emails that do not come from official college domains. Examples are given of phishing emails disguising themselves as being from Houston Community College but with email addresses from outlook.com, gmail.com, and foreign domains, as well as links that do not match the displayed text. Readers are advised to be wary of these types of suspicious emails.
The document summarizes construction spending to date totaling $342,687,622 on capital improvement projects. Of the total spending, $126,116,612 or 37% went to small, women, minority, disadvantaged, or historically underutilized businesses. The largest portions of protected spending went to small businesses at $107,526,338 or 31% of total spending and women-owned businesses at $22,593,825 or 7% of total spending. The document then lists individual subcontractors and the amounts they were paid in relation to their protected business classifications.
The document summarizes spending to date on a Capital Improvement Program construction project totaling $325.7 million. Of the total spending, $116.4 million or 36% went to small, women, minority, disadvantaged, or historically underutilized businesses. The top categories were: total SBE spending of $98.7 million (30% of total), total MBE spending of $36.7 million (11% of total), and total WBE spending of $17.2 million (5% of total). The document also lists individual subcontractors or vendors that worked on the project, indicating if they were certified in various business categories.
The document summarizes construction spending to date totaling $337,398,887 on a capital improvement program. It shows that 37% of total spending, or $123,246,981, went to small/women/minority/disadvantaged businesses. Specifically, 31% ($104,701,271) went to small businesses, 6% ($21,156,816) to women-owned businesses, and 13% ($42,320,345) to minority-owned businesses. The document also provides a breakdown of individual subcontractor payments by business type.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
2. As the state of Texas experiences a budgetary shortfall and the nation seeks to recover
from a gripping recession, Houston Community College’s (“HCC”) economic role has become more critical. The need for retraining and advancing the skills of our workforce
continues to translate into an enrollment increase of 35% since 2008. As unemployment
approaches double digits, displaced workers are enrolling to re-tool their work skills for the
purpose of transitioning back to work. Accordingly, it is essential to our community’s and
our state’s economic recovery to meet this existing demand.
HCC, a state-supported provider of higher education, appreciates the support that the
Texas Legislature provides to public community colleges. We look forward to working
Introduction
Overview
with the Legislature and the governor during the 82nd legislative session to enhance educational opportunities and to help advance our collective efforts toward Closing the Gaps
– ensuring an educated population and workforce for the future.
HCC has six regional college campuses and serves more than 72,000 students each
semester – preparing individuals, our region and the state of Texas for long-term economic
growth and opportunity. In Texas, HCC is the #1 community college for placing students
in jobs when they graduate, #1 in Associate Degree transfers to the University of Houston,
and #1 for international student enrollment. Our institution also has five nationally recognized “exemplary” Early College High Schools that operate in partnership with Houston
Independent School District.
HCC has 25 exemplary workforce programs identified and recognized by the Texas Higher
Education Coordinating Board (“THECB”) – more than any community or technical college
in Texas. These top-rated programs are a positive testament to the quality of educational
services and commitment made by HCC to its students and the business community.
Past HCC students contribute $1.7 billion annually in added regional income to our local
community. Additionally, 95% of HCC alumni remain in Texas and contribute to its economic growth. Students also receive 14.9% annual ROI (factoring tuition, fees and lost
income), and taxpayers save $15.8 million annually in costs the government would otherwise allocate to health, medical, crime and welfare services. We are indeed an excellent
present value to the community and our students.
HCC’s vision is to be the most relevant community college in the country – the opportunity institution for every student we serve – essential to our community’s success. As
we pursue this vision, HCC identifies its 2010 legislative priorities for consideration by the
82nd Legislature and the governor. The following identified legislative priorities are critical
to the general advancement of our economy and of education in the state of Texas and the
greater Houston community.
1
3. L egislative P riorities
of
S ummary
2
Appropriations – To prevent the erosion of the community and technical colleges’ mission of
providing quality higher education and workforce preparation for all Texans, HCC urges the 82nd
Legislature to adopt the level of funding recommended by the Texas Association of Community
Colleges (“TACC”) at the Joint Budget hearing. The three components of that request are: (1)
restoration of the 5% reduced from base funding, (2) restoration of the general revenue that
was supplanted with federal ARRA funds, and (3) full funding of base year student growth. HCC
agrees with the concerns raised by TACC regarding Momentum Points Funding, and also urges
the Legislature to ensure that the implementation of any such plan does not negatively impact
programs designed to educate large numbers of disadvantaged and non-traditional students. HCC
has similar concerns regarding prior proposals to change the basis of formula funding from contact
hours to completions, and supports maintaining current levels of funding for student financial aid,
adjusted for the growth in the number of eligible students.
Employee Benefits – To provide an excellent educational experience for all students, community
colleges must hire and retain talented and dedicated faculty and staff. Preservation of quality
employee benefits is critically important to accomplishing this goal. Accordingly, the 82nd Legislature should maintain its historical commitment to Texas community colleges by fully funding
employee benefits rather than shifting a portion of the cost onto local property taxpayers and
students by changing the definition of proportionality.
New Campus Funding – To meet the increasing demand for higher education and to enhance the
economic vitality of our region and state, HCC will construct new and expand existing facilities
during the fiscal biennium 2012-2013. With the opening of these facilities, there is an anticipated
increase in our student enrollment and correspondingly the need for timely contact hour reimbursement. Accordingly, HCC urges the 82nd Legislature to fully fund the anticipated additional
student contact hours.
Professional Nursing Shortage Reduction – To meet expected demand for nurses in 2020, HCC
urges the 82nd Legislature to adequately address the nursing shortage by continuing to fund this
initiative at current levels. In addition, HCC asks for modification of existing guidelines to give
more colleges access to the previously expanded funding and to provide timely access to funding
for expansion of nursing programs.
Dual Credit Classes, TEKS and End of Course Exams – The Texas Essential Knowledge and Skills
(“TEKS”) curriculum and the new End of Course Exams for high school students are intended to
promote and assess college readiness. Dual Credit classes are college-level courses for which
students may also receive high school credit. Adjusting college courses to include high school level
curriculum is duplicative in nature and would burden students with two final exams. A reasonable
solution would be to make it permissible to substitute the final college grade earned in either a
Dual Credit or Early College course taken at an accredited institution for the End of Course Exam
grade.
4. Background
Over the past 12 years, state support for community colleges continued to decrease as a percentage
of total revenue. In 1998-1999, 46% of HCC’s revenue came from state formula funding. By 20032004, state revenue to HCC declined to less than 30%. As of 2010-2011, state aid represents only
about 25% of HCC’s revenue.
During the 81st legislative session, HCC received an initial increase of $13.4 million (10.5%) over
the state general revenue (“GR”) funding for the 2008-2009 biennium. This amount merely represented reimbursement for HCC’s 10.5% growth in base year contact hours, with no additional
formula funding for higher costs. Appropriations conferees then replaced about $1.2 million of
that GR with federal stimulus funds. The subsequent 5% reduction to appropriations reduced
state GR by an additional $7 million, leaving HCC with about $5.3 million (4.2%) more state aid, as
reimbursement for the already-incurred expense of educating the 10.5% student increase the prior
biennium. With that money, HCC had to educate and train 12.5% more students in 2009-2010,
and 10% more as of fall 2010.
HCC complied with the request to submit its Legislative Appropriations Request for the biennium
2012-2013 that assumes the continuation of the 5% reduction and non-replacement of $1.2 million
in substituted stimulus funds. Also, the request projects an additional reduction of 10%, or $13.3
million. This would leave HCC with a total net reduction of $21.4 million (15.2%) in the face
of student growth of more than 35% over three years. At the same time, HCC’s projected
property values will decline by 3.7%, resulting in an additional loss of $4.5 million in local tax
revenue at our current tax rate.
To avoid reducing our desperately needed educational and training programs, replacing the $8.2
million in already-reduced revenue would require a tuition increase of 10% or a property tax increase
of 8.2%. If the additional 10% state reduction occurs – resulting in the $21.4 million funding loss
– the balancing tuition or property tax increases are 28% or 22%, respectively.
State Legislative Action Sought
ppropriations (A dequate B ase F unding )
Community colleges have become the key provider of education and training for Texans seeking
to attain or regain employment in the face of a severe recession. Our ability to rebound and grow
economically depends on how well we fulfill this responsibility. Despite the critical nature of our
mission, community colleges are being asked to educate almost 30% more students with state
aid that may be 7
.5% less than four years ago.
A
Issue
HCC supports the TACC request for full restoration of the 5% and stimulus funding reductions
and full funding of student contact hour growth for the biennium 2012-2013. While this would
provide no funding for increased costs over the past four years, it would minimally maintain the
level of support, per student contact hour at 2008 levels. Under this proposal, HCC’s base funding
is approximately $170 million, as compared to the LAR baseline general revenue target amount
of $132,540,944.
Impact
The requested state appropriations are necessary for HCC and other community colleges to meet
the state’s economic development needs and the policy goals identified in Closing the Gaps by
2015 and to prevent reductions in services and tuition and property tax increases that would be
particularly damaging to Texas’ economic recovery.
3
5. (C ontact H ours V ersus C ompletions )
A ppropriations
4
Issue
During the 81st Legislature, the THECB recommended changing the basis for formula funding
from “attempted contact hours” to “completed contact hours. This proposed policy change
”
emphasizes funding outcomes rather than inputs. Because not all “inputs” – students – are the
same, this could result in underfunding disadvantaged and non-traditional students – including
older, working students with families.
Background
The cost of educating students in community colleges is largely a function of the number of
students enrolled in a college’s classes. A student’s failure to complete a course does not reduce
those costs in any significant manner. Formula funding traditionally has been based on attempted
contact hours in recognition of the link between enrollment and cost.
Some contend that shifting funding to a “completions” basis would give colleges a significant
incentive to encourage students to finish what they started – complete the course. Others counter
that colleges have little ability to influence students’ decisions to complete a course, particularly in
the case of disadvantaged or non-traditional students who often are more susceptible to outside
factors (e.g., economic and family pressures). The latter group also contends that colleges that
serve these students need higher, not reduced, funding to achieve successful outcomes.
A preliminary analysis of data from the THECB during the 81st Legislature appeared to support the
latter position. Six of the seven largest community colleges, all located in urban areas with high
concentrations of disadvantaged and non-traditional students, would have lost a total of about $14
million if the 2008-2009 biennium’s funding were redistributed based on completions. The one
large college that would not have lost money would likely have gained approximately $600,000, or
only one-third of one percent of its funding.
State Legislative Action Sought
HCC urges the Legislature to continue to recognize the link between enrollment and costs by
retaining enrolled contact hours as the basis for formula funding. In particular, HCC urges the rejection of any change to even a portion of the basis for formula funding, unless the new basis includes
significant safeguards to adjust for and prevent anticipated adverse consequences on colleges
with high concentrations of disadvantaged and non-traditional students.
Impact
Maintaining the enrolled contact hour basis would avoid the adverse impact that the completions
method would have on disadvantaged and non-traditional students and on the colleges they attend.
Fully funding community colleges will help Texas better achieve its Closing the Gaps goals.
6. Background
MPF represents a significant expansion beyond previously-suggested “outcomes-based-funding”
plans. The commissioner proposes withholding 10% ($217 million) from community college
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formula funding, adjusted for contact hour growth – about 62% of the estimated $353.3 million
total cost of that growth. Since that amount represents reimbursement for the unreimbursed
expense of educating those students in the prior biennium, this could leave HCC and many other
colleges with those expenses permanently unfunded.
Prior incentive plans were part of larger proposals that called for full formula funding. These
proposals recognized that demanding outcomes without providing the means to accomplish them
is punitive, not an incentive. As designed, the MPF proposal is not an incentive because it denies
funds already earned under the existing formula funding method. It gives those “already earned”
funds back based on prior “achievement” of goals that were unknown at the time.
The MPF plan has the same liability as awarding funds based on completions versus contact
hours. By way of observation, disadvantaged and non-traditional students are less likely to meet
the completion targets within the arbitrary time-frames, complete degrees or transfer to four-year
institutions. Therefore, without substantial safeguards, incentive funding could hurt community
colleges with higher concentrations of these students. Initial estimates put HCC’s potential loss
at over $6 million.
Furthermore, urban colleges like HCC serve a disproportionate number of students enrolled at fouryear institutions who are trying to complete a few credits but are not seeking certificates. Because
they would not generate points under most of the commissioner’s outlined plan, the proposed
system would provide less funding for such students than regular formula funding. If enrolling
such students becomes a financial liability, causing HCC and others to discourage their enrollment,
it could have the detrimental financial result of driving them back into university courses that are
more expensive to the state.
By creating incentives for primarily educational “safe bets” – students who are likely to generate
Momentum Points – the proposed plan discourages schools from casting wider nets that, while
not producing high success percentages, would nonetheless increase the total numbers of Texans
advancing their learning and productivity through higher education. In other words, the proposed
plan makes reaching the numerical goals of Closing the Gaps much less likely.
ppropriations (M omentum P oints F unding )
The commissioner of higher education and the THECB recommend shifting some funding of higher
education from cost-based formulas to an outcomes-based system called “Momentum Points
Funding” (“MPF”). This is a significant extension of the principle behind changing the formula
funding basis to completions. Under MPF the outcomes move from classes completed to a broader
,
group of criteria, including completion of a certain number of hours (15 or 30) and degrees/certificates and transfers completed, but still without adequate safeguards. This shift could increase the
underfunding of economically disadvantaged and non-traditional students as described below.
A
Issue
State Legislative Action Sought
HCC urges the Legislature to continue recognizing the link between enrollment and costs by appropriating full formula funding before allocating any funds for incentives. HCC also urges including
significant safeguards to prevent disfavoring colleges with high concentrations of disadvantaged
and non-traditional students.
Impact
Fully funding the formula and providing incentive funding safeguards help ensure that community
colleges have sufficient funding to help Texas better achieve its Closing the Gaps goals.
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7. (F inancial A id )
A ppropriations
Issue
Affordability is critical to achieving the state’s desired goal of increasing student enrollment by
2015. However, current Texas financial aid policy is not aligned with this goal, particularly at a time
when most new students will enroll at one of the state’s community colleges. Many students who
do enroll are also being saddled with substantial student loan debt due to the absence of adequate
financial aid.
Background
State aid makes up less than 10% of grant funding to community college students. Of the approximately 290,000 students who are eligible for the Texas Educational Opportunity Grant (“TEOG”)
– the financial aid program aimed directly at students attending two-year institutions – only about
11,000 received state funding despite an increase last biennium from $7 million per year to $12
million per year. Students eligible for a Texas Grant will likely grow by more than 105,000, the
number of grant recipients will decrease by more than 6,000, if the state fails to increase funding.
Overall, the commissioner estimates that as many as 64,000 students could lose financial aid
under the proposed cuts. The THECB made increased funding for TEOG and Texas Grants its
primary exceptional item request to prevent these reductions.
In response to the potential shortfall, the commissioner recommended the possibility of limiting
Texas Grant eligibility based on test scores, class rank and high school curriculum, in addition to the
current need-based restrictions. Data indicates that this would have a negative impact on disadvantaged and non-traditional students who make up a substantial portion of HCC’s student population.
Additionally, financial aid that students receive at a community college does not always follow
students when they transfer to four-year institutions (e.g., TEOG). Also, transferring community
college students who receive financial aid face additional barriers because some aid programs are
available only to “first-time” students following graduation from high school.
State Legislative Action Sought
Expand grant funding rather than loan programs to help community college students mitigate and/
or avoid the burdens of post-graduation debt. Specifically:
1 Increase TEOG funding from $24 million to $34 million as the THECB recommends – allows
serving an additional 2,630 students, per the THECB;
2 Increase Texas Grant funding sufficient to cover the effects of inflation and the growth in
eligible students – the THECB requests $62 million in additional funding in FY2012 and
$110.3 million in FY2013;
3 Adopt a grant aid policy position that does not adversely impact disadvantaged and nontraditional students; and
4 Make grant aid follow students by removing barriers that transferring community college
students face when seeking financial aid at four-year institutions.
Impact
Expanded financial aid will help the state achieve its Closing the Gaps goals by providing access
and affordability to students who desire higher education opportunities. Increased TEOG and Texas
Grant funding will also lessen financial burdens that often restrict higher education access for
certain students, particularly at a time when many laid-off workers require retraining and higher
educational attainment to regain employment.
1 http://www.thecb.state.tx.us/index.cfm?objectid=71E20E40-D789-B87A-D03B6685124F6FC1
6
2 Citing Texas Higher Education Coordinating Board Overview: Texas Educational Opportunity Grant, January
2010, at page 2.
8. Historically, there has been a shared costs arrangement between the state of Texas and local
communities regarding the financing of local community colleges. Under law, the state funded
the salaries of the educational and administrative employees, while local community colleges
assessed and collected property taxes to fund physical facilities.
The 1985 General Appropriations Act included a rider instructing institutions to apply for and use
federal funds for group insurance premiums for salaries paid from federal funds to prevent outside
funding sources from increasing the burden on state taxpayers. Also, all physical plant employee
benefits are paid from local funds based on community colleges’ traditional responsibility to pay
for physical plant expenses and a Texas Performance Review recommendation. In each case,
tuition and property tax revenues used to pay instructional expenses were considered state funds
in assigning proportionality.
B enefits
Background
ployee
The 80th and 81st Legislatures rejected the proposed expanded definition of proportionality that
would shift the cost of funding a portion of employee group health insurance to tuition and local
property taxes in proportion to their increasing share of operating costs. Following the governor’s
veto of all funding for employee group insurance benefits for FY2009, the Legislature restored the
vetoed funds to the respective community colleges in the supplemental appropriations bill and
fully funded benefits for FY2010 and FY2011. However, with the state facing a significant revenue
shortfall, the issue remains under discussion. SB1 also contained a rider which explicitly states
that all eligible employees would have coverage, but legislation seeking to place this in statute
failed to pass.
Em
Issue
The proposed expanded definition of proportionality sought to assign the cost of employee benefits to each revenue source in proportion to the relative share each pays for general operating
expenses, including instruction. Effectively, it would shift a portion of those costs from state
appropriations to tuition and local property taxes. The adoption of this definition abandons the
historical arrangement between the state and local community colleges that provides for fully
funding insurance coverage for all eligible employees (i.e., those employees not funded by federal
or private grants). Community colleges contend that the expanded definition of “proportionality”
forces them to pay a disproportionate share of employee benefits and would restrict their ability to
attract and retain quality faculty.
State Legislative Action Sought
Resolve any lingering questions about the appropriate definition of proportionality by passing a
statute confirming the historical commitment to fully funding benefits for all eligible community
college employees and by fully funding them in the 2012-2013 appropriations bill, including adjustments for inflation and growth in employment.
Impact
Confirming the historical commitment to fully fund employee benefits provides assurances that
allow community colleges to attract and retain talented and dedicated faculty and staff to provide
an excellent educational experience for all students. The commitment also signals to local property
tax payers and students that the state will not shift a tax burden or related fees to the local community, particularly at a time when they can least afford it.
7
9. N ew C ampus F unding
Issue
Due to explosive population growth, inadequate and limited space and facilities, HCC recognizes
the need to update and expand in its service area to meet the educational needs of the community
it serves. The “Enrollment Growth” rider may be sufficient to cover the needs of smaller institutions, where few additional students would trigger the funding provided for that purpose. However,
at large community colleges like HCC, it would take thousands of new students, for whom HCC
would receive no funding for two years, before HCC would receive a single dollar of aid under the
enrollment growth provision. The traditional “New Campus” rider approach recognizes that a new
campus serves students who are not there in the base year and provides funding accordingly.
Background
HCC is continuing upon an aggressive new campus building and expansion campaign to meet
the educational needs of the community, including the following new facilities: New Alief Center
Expansion, Coleman Westside Health Sciences Center, Southeast Career and Technology Center,
Stafford Fine Arts Center and the Audio/Visual, Broadcasting and Film Center at the Central campus.
HCC purchased and is renovating a four-story, 300,000 square feet facility in the fast-growing Alief
area of Houston, creating a major HCC campus site that provides needed space for educational
services within the Alief community. The full use of the facility has been delayed in part by the
loss of new campus funds appropriated during the 80th legislative session. Initially, the first floor
(70,000 square feet) only was operational with an expansion to an additional 70,000 square feet
funded for the biennium 2010-2011. The requested appropriation would permit the build-out of
the remainder of the building to accommodate the expanding enrollment that will result from the
successful annexation of Alief into the HCC taxing district, while correspondingly eliminating outof-district fees to students.
Additionally, HCC plans to open the 80,000 square feet Coleman Health Sciences Westside Center
in Fall 2011, housing programs for dental hygiene, nursing, renal dialysis technicians and medical
assisting and the 65,000 square feet Southeast Career and Technology Center in Fall 2011. HCC
also anticipates opening the 35,209 square feet Stafford Fine Arts Facility in Fall 2011, when the
HCC Central College will also open a 10,000 square feet facility for its expanded and consolidated
Audio/Visual, Broadcasting and Film program.
Anticipated enrollment resulting from building and/or expanding these facilities is approximately
5,700 new students in FY2012, growing to nearly 7,000 in FY2013. These students will add
almost 2.5 million additional contact hours over the biennium. Each of the aforementioned facilities
will help deliver educational services based on an identified need.
State Legislative Action Sought
Provide full formula funding, estimated at a biennial cost of just over $12 million, for the estimated
2.5 million new contact hours resulting from the building and/or expansion of HCC facilities.
Impact
Desired funding will address inadequate space to accommodate existing needs, make dual credit
opportunities available, prepare people for high-skills jobs in the knowledge-based economy and
make higher education more accessible to the community, particularly to persons from historically
underserved communities, furthering the state supported goal of Closing the Gap by 2015.
8
10. Background
The Legislature subsequently expanded the funding to $7
,350,000 each year of the biennium and
allotted up to 40% of this money to community colleges. However, distribution was based on the
number of graduates in the prior school year, discouraging its use for expanding or creating new
nursing programs.
Because the first students added through program expansion will not graduate until the end of the
second year of the biennium, they would not generate rider funding until the following year – in the
next biennium. Therefore, any funding for program expansion under that rider language was totally
retrospective and dependent upon actions of a future Legislature.
The 81st Legislature dramatically increased funding for the biennium 2010-2011 to almost $50
million, but the rider dedicated most of the increased funding to a few designated two-year and
four-year programs selected solely on their 2008 graduation percentages. HCC was not on that
selected list. The THECB is requesting continuation of that funding.
The current rider language also provides little funding for program expansion at any of the nonselect institutions. It continued the prior $7 million of rider funding, with the same problematic
.35
language as in the prior biennium. For FY2011, all but $2.5 million of the increased appropriation
was designated only for the institutions on the selected list. The increase also was linked to
the number of additional graduates, although some could be received for graduates of one-year
programs and, therefore, a one-year program that opened in the first year of a biennium could
receive funding in the second year.
To help address the nursing shortage, in the coming biennium, HCC plans to open a satellite
nursing program in the recently annexed Alief community located in West Houston. Such expansions require timelier funding for the students added to the program.
State Legislative Action Sought
As requested by the THECB, fund the nursing shortage by appropriating $49.7 million for the
biennium 2012-13. Additionally, include a rider change that provides timely funding for expansion
of nursing programs and removal of restrictions placed on qualifying programs. Alternatively, via
a rider, provide that funding for expansion of nursing programs is a separate institution (i.e., new
campus”) for purposes of eligibility for rapid growth rider funding that is consistent with Rider 15
in the year 2003.
N ursing S hortage R eduction
The basic appropriations structure provides no formula funding for expansion of a nursing program
since an increase in the number of students will not be reflected in the “base year” contact hours
used for formula funding. As a result, the Texas Legislature appropriated funds over the last several
legislative sessions to help expand nursing programs and increase graduation rates. In 2003, Rider
15 provided funding for expansion of nursing programs by designating that a RN professional
nursing program was a separate institution for purposes of eligibility for rapid growth rider funding.
ssional
The Texas Center for Nursing Workforce Studies estimates the state’s nursing programs need
to increase the number of its graduates to 25,000 by 2020 to meet expected demand for nurses.
This is especially true in the Houston region, home to the largest medical complex in the country.
HCC plays a key role in educating nurses and seeks to partner with others in reducing this shortage
by identifying and training a highly skilled workforce of nurses through its professional nursing
program and partnerships.
P rofe
Issue
Impact
Funding will help reduce the nursing shortage, increase the number and percentage of students
graduating from professional nursing programs, and help increase nursing faculty positions that
are critical to increasing the number of RN graduates in Texas.
9
11. C ourse E xams
of
E nd
and
D ual C redit C lasses , TEKS
10
Issue
End of Course Exams, mandated by House Bill 3 during the 81st Legislature, by design seek to
demonstrate a high school student’s college and career readiness and are a prerequisite for high
school graduation. At issue, however, is the duplicative effect that such exams have on students
who already demonstrated their “college readiness” based on successful completion of dual credit
courses through a Texas institution of higher education.
Background
Students enrolled in Dual Credit and Early College programs must first demonstrate “college readiness” by meeting the requirements of the Texas Success Initiative just like other students desiring
to enter a Texas-based college. Dual Credit and Early College students successfully complete the
same college courses taught on regular college campuses. Effectively, these students exceed the
“college readiness” objective sought via End of Course Exams. Relevant to this matter, House Bill
3 charged the Commissioner of Higher Education and others to “study the feasibility of allowing
students to satisfy end of course requirements…by successfully completing dual credit courses
through an institution of higher education.
”
Potential negative consequences resulting from the failure to allow Dual Credit and Early College
students to substitute their course grades for the End of Course Exam include the following:
1. Limiting college courses available for Dual Credit and Early College students to those that
contain course content paralleling high school TEKS will reduce the number of courses
offered by colleges and correspondingly limit the opportunity for students to take up to 12
college-credit hours before they graduate from high school.
2. Requiring End of Course Exams will result in Dual Credit and Early College students taking
two final exams for each course: one for the college course and one for a high school End
of Course Exam.
State Legislative Action Sought
Support waiver of taking an End of Course Exam by denoting in any existing relevant law or bill
filed that it is permissible to substitute the final college grade earned in either a Dual Credit or
Early College course taken at an accredited institution in place of the End of Course Exam grade.
Also, mandate that colleges and universities should not be required to modify college curricula to
include TEKS (i.e., high school goals and objectives) in college courses offered in Dual Credit and
Early College Programs.
Impact
The proposed action sought would permit the continued use and expansion of Dual Credit and
Early College programs in Texas that effectively improves college completion rates and helps create
significant savings in state appropriations.
12. Board of Trustees
Dr. Michael P Williams, Board Chair . . . . . . . . . . District IV
.
Neeta Sane, Vice Chair . . . . . . . . . . . . . . . . . . . . District VII
Sandie Mullins, Secretary. . . . . . . . . . . . . . . . . . District VI
Yolanda Navarro Flores . . . . . . . . . . . . . . . . . . . . District I
Bruce A. Austin . . . . . . . . . . . . . . . . . . . . . . . . . . District II
Mary Ann Perez . . . . . . . . . . . . . . . . . . . . . . . . . District III
Richard M. Schechter . . . . . . . . . . . . . . . . . . . . . District V
Eva L. Loredo . . . . . . . . . . . . . . . . . . . . . . . . . . . District VIII
Christopher W. Oliver . . . . . . . . . . . . . . . . . . . . . District IX
Chancellor
Dr. Mary S. Spangler
Contact
Remmele Young
Office of Government Relations
Executive Director of Government Relations
email: remmele.young@hccs.edu
713.718.7452
Our Vision
Houston Community College will be the most relevant
community college in the country. We will be the
opportunity institution for every student we serve essential to our community’s success.
HCC Administration
3100 Main, Houston, TX 77002
phone: 713.718.2000 • web: hccs.edu