The document discusses the State Authorization Reciprocity Agreement (SARA) which aims to make state authorization for distance education more efficient and effective. It notes that currently, thousands of institutions must seek approval from 54 different states and territories to enroll out-of-state students, which is costly. SARA establishes a voluntary framework for state-level reciprocity administered by regional compacts, requiring member states to approve in-state institutions and resolve complaints, while removing additional fees or requirements for out-of-state SARA members. The goals are to increase educational attainment by streamlining the process while maintaining standards and oversight.
The income gap between college graduates and individuals without a college education has never been wider. According to one estimate, A college educated person stands to earn $570,000 more throughout their lifetime than an individual with only a high school diploma. The Bureau of Labor Statistics recently reported that the unemployment rate for 25-year-olds without a degree is more than double the unemployment rate for college graduates of the same age. But in order to reap the economic rewards of a college education, many Americans must first find a way to afford one. That means working through a system of educational tax credits and student loans. But is this system really achieving it's goal of making college more accessible?
The income gap between college graduates and individuals without a college education has never been wider. According to one estimate, A college educated person stands to earn $570,000 more throughout their lifetime than an individual with only a high school diploma. The Bureau of Labor Statistics recently reported that the unemployment rate for 25-year-olds without a degree is more than double the unemployment rate for college graduates of the same age. But in order to reap the economic rewards of a college education, many Americans must first find a way to afford one. That means working through a system of educational tax credits and student loans. But is this system really achieving it's goal of making college more accessible?
MSCSA Director of Government Relations Jason Fossum
MSCSA Vice President Kayley Schoonmaker
This legislative session has been fast and pretty confusing so let's talk about it! In this presentation, we will walk through the steps our bills went through, and update
you on where they are now. We will answer any burning questions you have and fill you in on what may happen next with our legislation and policy.
In this Slideshare, learn the trends contributing to the broadband gap in rural school districts and the steps schools can take to close the gap for good.
Read more here: http://ow.ly/58g730h9wPL
MSCSA Director of Government Relations Jason Fossum
MSCSA Vice President Kayley Schoonmaker
This legislative session has been fast and pretty confusing so let's talk about it! In this presentation, we will walk through the steps our bills went through, and update
you on where they are now. We will answer any burning questions you have and fill you in on what may happen next with our legislation and policy.
In this Slideshare, learn the trends contributing to the broadband gap in rural school districts and the steps schools can take to close the gap for good.
Read more here: http://ow.ly/58g730h9wPL
Nonprofit Financial Information OnlineIn the United States, the .docxhenrymartin15260
Nonprofit Financial Information Online
In the United States, the IRS requires that all 501c3 organizations file a tax return of sorts. The form nonprofit organizations are required to fill out is called a 990, and as public organizations, these forms are available to the public. Since 1999, organizations that file 990s have been required to provide copies to anyone who requests. Unfortunately, some nonprofits weren’t aware of this, and when asked, they sometimes refused to disclose what they perceived to be private information (although it is NOT).
To ensure that the information is available, the IRS makes information from 990s available through two outlets.
· Guidestar: www.guidestar.org
· National Center for Charitable Statistics: http://nccsdataweb.urban.org/FAQ/index.php?category=31
Guidestar is the place to look if you want a scanned copy of the complete tax return for a single organization. NCCS is a national repository for compiled data on the nonprofit sector in the U.S., but the datasets do not include all of the information from the 990s. While Guidestar makes scanned copies of individual tax returns available, NCCS makes the data from 990s available in a database format. In other words, if I were interested in contributing money to the World Wildlife Fund and wanted to look at their financial information, I’d probably go to Guidestar. However, if I wanted to conduct an analysis of all nonprofit environmental organizations, I’d go to NCCS.
While Guidestar and NCSS are great sources for data, they do not help in evaluating the financial status of an organization. A good online source of evaluating nonprofit organizations is CharityNavigator.org. What makes charity navigator particularly interesting is its use of financial ratios and rating system. The financial ratios for each of these factors is calculated from financial data on each organization’s 990.
Individual Paper 3: Financial Analysis
One technique used to assess an organization’s financial management is ratio analysis, which focuses on mathematical comparisons between or among accounts on a set of financial statements. While an organization’s size must still be taken into account, financial ratios allow a rough comparison of both large and small organizations. For example, looking at the expenses for Marist and Harvard isn’t particularly useful. However, looking at the ratio of program expenses to total expenses allows us to determine how much of each organization’s budget is used for administrative expenses versus mission critical programs. Ratios also represent benchmarks that organizations can use internally to analyze themselves over multiple years. Fortunately for us, IRS form 990 represents a quick-and-dirty set of financial statements for nonprofit organizations in the U.S.
There are many types of financial ratios for evaluating nonprofit organizations. For this assignment we will examine four types:
Efficiency: Efficiency ra.
Piedmont Unified School District is seeking an Executive Director for its Northern Alameda Consortium for Adult Education (NACAE). NACAE is an alliance of members, including school districts, (Alameda, Albany, Berkeley, Emery, Oakland and Piedmont) and Peralta Community
Colleges (Berkeley City College, College of Alameda, Laney and Merritt) to provide better coordinated and improved services for adult learners with basic skills.
State Policies To Expand Education Options Oct 2008nmartin7136
Presentation for local and state leaders on expanding education options for struggling students and disconnected youth- NYEC Learning Exchange in Austin, TX, Oct. 2008
California Charter school overview March 2019 Gulen Cemaat
https://lao.ca.gov/Publications/Detail/3975
New State Superintendent of Education Tony Thurmond has selected a Charter School Task force that will work under the Legislative Analyst Office on the financial impact that charter schools may have on California Public School Districts.
There is too much fraud and it must stop. 1 out of 5 charter schools in California will close by it's 5th year. Most operate under Non-Profit status yet make huge profits and pay hefty administrative salaries.
Most Charter Schools in California claim they perform at a superior level but the fact is they perform no better and in many ways they fail students academic future.
2. What’s the problem? (1)
Our country lags many others in the
educational attainment of our 18-34
age population.
Distance education can play an
important role in increasing
attainment. We need to maximize its
contributions.
2
3. What’s the problem? (2)
States and territories regulate higher
education within their borders, with
varying requirements for out-of-state
institutions that want to do business in
the state.
At present there is no alternative to
each institution separately pursuing any
needed approvals (state authorization)
in each state and territory where it
enrolls students.
3
4. What’s the problem? (3)
Consequently, thousands of
institutions must contact and work with
as many as 54 states and territories,
and, sometimes, with multiple
regulatory agencies in those states.
That process is inefficient, costly, and
not effective in supporting access to
high quality distance education
throughout the country.
4
5. Goals
SARAestablishes a state-level reciprocity
process that will support the nation in efforts
to increase the educational attainment of its
people by making state authorization:
more efficient, effective, and uniform in regard
to necessary and reasonable standards of
practice that could span states;
more effective in dealing with quality and
integrity issues that have arisen in some
online/distance education offerings; and
less costly for states and institutions and,
thereby, the students they serve.
5
6. The SARA solution
A nation-wide system of reciprocity
administered by the four existing
regional compacts
NEBHE
6
MHEC
SREB
WICHE
7. Essential principles
of SARA (1)
Voluntary for states and institutions.
Acknowledges the traditional roles
within higher education’s
“accountability triad”: federal
government, states, and accrediting
bodies recognized by the U.S.
Department of Education.
7
8. Lays out a framework for state-level
reciprocity, including a governance
structure, implementation by the four
regional higher education compacts
(MHEC, NEBHE, SREB, WICHE), a
National Council for SARA to ensure
comprehensive national coverage,
and a financial plan to support
operations.
8
Essential principles
of SARA (2)
9. Requires states to approve their
in-state institutions for SARA
participation (based upon institutional
accreditation and financial stability)
and resolve student complaints.
SARA states agree to impose no
additional (non-SARA) fees or
requirements on institutions from
other SARA states.
9
Essential principles
of SARA (3)
10. Open to degree-granting
postsecondary institutions from all
sectors: public colleges and
universities; independent institutions,
both non-profit and for-profit.
Sets forth a reasonable, uniform set
of triggers of “physical presence”.
Preserves state approval and
oversight of on-the-ground campuses.
10
Essential principles
of SARA (4)
11. Shifts principal oversight
responsibilities from the state in which
the distance education is being
received to the “home state” of the
institution offering the instruction.
(Host state can also work to resolve
problems.)
Initial funding from Lumina
Foundation, eventual reliance on
institutional fees paid to the National
Council for SARA. 11
Essential principles
of SARA (5)
12. Benefits to institutions
Enables more efficient provision of
distance education to a broader
market.
Reduces number of applications to
other states.
Reduces number of other-state
regulations to monitor for changes.
Reduces costs.
Reduced costs = potentially lower fees
for students. 12
13. 13
Learn more about SARA
NC-SARA website: www.nc-sara.org
To receive our newsletter, sign up at:
www.nc-sara.org
Regional Education Compacts:
MHEC – www.mhec.org
NEBHE – www.nebhe.org
SREB – www.sreb.org
WICHE – www.wiche.edu