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Edu 200 module 6 presentation on Federal and Indiana standards to bring education into the global community.
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The document discusses the Obama administration's $4.35 billion competitive grant program to spur education reform in line with the American Recovery and Reinvestment Act. States must show improvement data to receive funds and develop reform plans with performance incentives to close achievement gaps, reward excellent teachers, and turn around struggling schools. It also discusses No Child Left Behind, education department resources, Indiana's education initiatives, and partnerships to provide high-quality educators and academic standards. The goal is to empower students and families through technology access, quality teachers, and grant funding to prepare children for a global economy.
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EdNC was founded by Gerry Hancock and Ferrel Guillory. Mebane Rash serves as the CEO, President, and Editor-in-Chief. The CEO has independent control of all content. Our Board of Directors guides the mission, strategic vision, and financial sustainability of EdNC. EdNC is a 501(c)(3), formerly known as Emerging Tar Heel Leaders, Inc., and our work is supported by foundation grants, corporate contributions, and individual contributions.
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4Discussion 6 Review of Four Indiana State Policies.docx
4
Discussion 6: Review of Four Indiana State Policies
Author’s Name
Institutional Affiliation
Course Name
Instructor
Due Date
Discussion 6: Review of Four Indiana State Policies
In Chapter 9, St. John, Daun-Barnett, and Moronski-Chapman (2013) discuss four state policies in Indiana, which ensure low-income students have better chances of getting higher education opportunities. These state policies are the 21st Century Scholars (TFCS) program, Core 40, Indiana Project on Academic Success (IPAS), and the DREAM Act Bill. The State of Indiana and tuition facilitates the financing of these policies. Specifically, funding is attained through need-based student aid and public tuition charges. This coordination ensures that neither the parents nor the state is overwhelmed with funding the learners. Higher education institutions play a limited role in supporting these four state policies. These policies rely on financial incentives for students, colleges, and schools. Higher education systems play a tiny part in offering support services to students in this regard. Nevertheless, they have tried to implement retention projects through policies such as IPAS.
Regarding the outcome of these policies, for starters, they have improved academic preparation among students in high school. These students are better prepared to succeed in higher learning institutions. However, despite the academic preparation facilitated by the policies, there have been no notable improvements in high school graduation rates among the different racial/ethnic groups. Nevertheless, the SAT scores in Indiana have been considerably better compared to other states in the country (St. John, Daun-Barnett, & Moronski-Chapman, 2013). Also, degree completion, college access, and diversity have been remarkably good in Indiana due to these policies. Out of the four policies, the one that I feel has had the greatest success in eradicating inequalities, supporting students’ progress, and enhancing learners’ access to higher education is the TFCS program. This program not only funds needy students but also prepares them from an early age to be model citizens who do not engage in vices such as drug abuse. It guides both parents and students to take practices that will facilitate good learning outcomes.
Reference
St. John, E. P. S., Daun-Barnett, N., & Moronski-Chapman, K. M. (2013). Public policy and higher education: Reframing strategies for preparation, access, and college success. Routledge.
Vera Discussion:
Hello all,
In higher education financing a student’s tuition is a critical part of enrollment and admissions. The principal component of the funding for state colleges and universities comes from the state government, and ultimately tax dollars. Federal money is available through loans and grants to students, but the schools are primarily depending on state support. Our textbook presented four different higher education plans from California, Indiana, M.
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Discussion 6: Review of Four Indiana State Policies
Author’s Name
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Due Date
Discussion 6: Review of Four Indiana State Policies
In Chapter 9, St. John, Daun-Barnett, and Moronski-Chapman (2013) discuss four state policies in Indiana, which ensure low-income students have better chances of getting higher education opportunities. These state policies are the 21st Century Scholars (TFCS) program, Core 40, Indiana Project on Academic Success (IPAS), and the DREAM Act Bill. The State of Indiana and tuition facilitates the financing of these policies. Specifically, funding is attained through need-based student aid and public tuition charges. This coordination ensures that neither the parents nor the state is overwhelmed with funding the learners. Higher education institutions play a limited role in supporting these four state policies. These policies rely on financial incentives for students, colleges, and schools. Higher education systems play a tiny part in offering support services to students in this regard. Nevertheless, they have tried to implement retention projects through policies such as IPAS.
Regarding the outcome of these policies, for starters, they have improved academic preparation among students in high school. These students are better prepared to succeed in higher learning institutions. However, despite the academic preparation facilitated by the policies, there have been no notable improvements in high school graduation rates among the different racial/ethnic groups. Nevertheless, the SAT scores in Indiana have been considerably better compared to other states in the country (St. John, Daun-Barnett, & Moronski-Chapman, 2013). Also, degree completion, college access, and diversity have been remarkably good in Indiana due to these policies. Out of the four policies, the one that I feel has had the greatest success in eradicating inequalities, supporting students’ progress, and enhancing learners’ access to higher education is the TFCS program. This program not only funds needy students but also prepares them from an early age to be model citizens who do not engage in vices such as drug abuse. It guides both parents and students to take practices that will facilitate good learning outcomes.
Reference
St. John, E. P. S., Daun-Barnett, N., & Moronski-Chapman, K. M. (2013). Public policy and higher education: Reframing strategies for preparation, access, and college success. Routledge.
Vera Discussion:
Hello all,
In higher education financing a student’s tuition is a critical part of enrollment and admissions. The principal component of the funding for state colleges and universities comes from the state government, and ultimately tax dollars. Federal money is available through loans and grants to students, but the schools are primarily depending on state support. Our textbook presented four different higher education plans from California, Indiana, M.
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This document provides information about Title 1 schools and students from low socioeconomic backgrounds. It defines what Title 1 schools are and their purpose in helping students from low-income families improve their academic achievement. It also defines socioeconomic status and provides demographic data about the characteristics of students in Florida schools, including their racial/ethnic backgrounds and the percentage eligible for free/reduced lunch. The document concludes by listing some strategies for teachers to support students from low socioeconomic backgrounds.
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The Indiana State Board of Education document summarizes recent educational successes in Indiana. It highlights that between 2008-2012, Indiana saw significant increases in high school graduation rates (up 9.4% to 88.4%), ISTEP test passage rates (up 7% to 71.5%), AP exam participation (up 12.1% to 32.6%), and other metrics. The board credits these gains to empowering educators to try new approaches and find better ways to help students learn. It calls for continued support of innovative education policies to help more children succeed.Vera Discussion This was a really interesting clas.docx
Vera Discussion:
This was a really interesting class and writing policy much more complicated than I had ever dreamed. With each assignment, we learned that every move and the intended outcome had a consequence. Some were good and others not as positive. Below are some of my learning moments. If I am in a position to write a higher education policy, I now know that I’ll need a lot of research, a solid plan, and a committee with representatives from all stakeholders.
1. Higher education is vital to the community and a college policy can affect change in a town or region. A downturn in enrollment, modification in coursework, or an infrastructure upgrade will be felt in the surrounding area.
2. State and Federal funding must be considered in the policy. Crafting policy to benefit the institution must not damage the ability to obtain funding. Monies to the college come from many sources but governmental funding is vital.
3. Staffing and operations must be thought through carefully. If enrollment or courses change it affects the faculty and staff. When faced with the loss of employment or salary changes a policy can become unpopular rapidly.
4. Change must be monitored and measured. The policy may seem successful but there are so many potential hurdles that crop up along the way.
5. The ability to adapt, flex, and make modifications if important to any new plan. Things will not go exactly as planned. Be prepared for some failures, fix them, and move on with the outcomes that do work.
As I look at the greater picture of higher education, I think tuition, access, and retention continue to be issues that need resolution. The high student debt cannot continue. An emphasis on quality college and pathways to higher education access for all has long been our countries goal but we are not accomplishing that currently (Mitchell & Gauner, 2020). The online and distance learning scenario has become even more necessary over this last year. This shift has accelerated the need for and use of virtual platforms. While schools may go back to a more normal pace in the coming months, many things will change and technology will improve in these areas (Fuscaldo, 2019).
I believe change will come but I’m not sure in what form. More government support for higher education seems unlikely soon, and the move towards performance-based funding is underway. While this scheme’s success is not yet known, the political environment makes it very popular. It may drive institutions’ towards changing admissions criteria to be even more selective in hopes of producing better quality results (McLendon & Hearn, 2019). This is the exact opposite direction to the desire for inclusion and diversity, and hopefully, the push for free or cheaper tuition will offset this trend. Federal and state funding in the future should work to make it more accessible to all students. The current methods are allowing tuition to rise too rapidly and not contributing to.
IEA Reporter Winter 2014
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The L.A. Compact is an unprecedented commitment by 18 major L.A. institutions that want to see positive change in Los Angeles public schools, and better prepare local students for college and the 21st century workplace.
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Model6
- 1. Technology Reform What it takes to Stay ahead in the New Global Community
- 2. Presidential Push Obama offers $4.35 Billion in competitive grants. Click here http://www.youtube.com/watch?v=VNbDv0zPBV4 to watch the press release Follows the guidelines set by the American Recovery and Reinvestment Act (ARRA) of 2009
- 3. Key Points in the Competition States must provide data to show improvement prior to receipt of funds. Schools must provide information about their reform plan Performance based incentives written out States and schools to narrow the cultural learning gap To develop and give incentives to excellent educators/teachers Turn around struggling schools – empower low income schools Give Charter Schools the same guidelines as public schools School to gives preference to math, science and technology
- 4. No Child Left Behind The purpose of this title is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments. This was signed into effect in 2004 by the Bush Presidential Administration. The purpose of the granted Federal Funds were to go to low income schools first.
- 5. Department of Education Click above to get connected with the Federal site that gives valuable information On the rules, programs, resources, tools, definitions, forms, and so much more for Administrators, Teachers, Parents, and Educators in all areas.
- 6. Indiana’s Department of Education Press Release link (click here) shows that Indiana received a “D” for assessing Teachers’ effectiveness. If Indiana adopts new guidelines to be considered part of the RACE TO THE TOP, then Indiana teachers will be experts in the subject content they teach. “These changes should serve as a clarion call to the educational community: Innovative approaches to preparing teachers to advance student learning is a top priority and is necessary — now. These new policies are welcome changes to educators who have been burdened with excessive regulations and rote compliance for far too long. Now is the time to empower our educators so they may serve students more effectively.” (Quote from Marion University President Dan Elsner)
- 7. State Partners Click here for a current list of Indiana Partners Click here for a list of National Partners These lists provide much needed information for educators and the public on resources available.
- 8. Click here for info on Wilson Foundation Fellowship and Foundations leading the way to provide high quality educators Indiana has another action plan in place. Click here to see full version in .pdf To see a full set of Indiana Academic Standards…click here.
- 9. How we can move forward To empower students and parents to make the jump into the future. Enable low income families with internet connections To provide quality teachers in the classroom with ability to teach a differentiated academic style Wisely use the grants and funding to follow the guidelines. Use the resources that are all around us, free and readily available, to move our children into a global economy, Follow the guidelines as presented. Strive to be the best in the nation and put our children in the front lines to compete with the world.
- 10. What makes the difference My children make the Difference to me. It took Being a volunteer coach to Finally realize my life purpose. I strive to be the best for them. This year has been tough at times, but that face makes it all worth while. Knowing That there are jobs available for people my age that try to make a difference keeps Me moving forward. I applaud teachers for all they do.