The cost of education has increased at a faster rate than average consumer costs over the last decade. These rising expenses and a changing economic environment make planning for education all the more important. The discussion in this newsletter covers important topics surrounding managing education costs.
Assessing the costs of public higher education in the commonwealth of virgini...Robert M. Davis, MPA
Part 4 in a series of whitepaper research examining the costs of public higher education in the Commonwealth of Virginia. Loan borrowing has become the means in which to cope which costs increases. Loan borrowing may be one of the primary options available to finance the costs of higher education, there are risks associated with this option; recent research identifies that those risks may be growing.
The cost of education has increased at a faster rate than average consumer costs over the last decade. These rising expenses and a changing economic environment make planning for education all the more important. The discussion in this newsletter covers important topics surrounding managing education costs.
Assessing the costs of public higher education in the commonwealth of virgini...Robert M. Davis, MPA
Part 4 in a series of whitepaper research examining the costs of public higher education in the Commonwealth of Virginia. Loan borrowing has become the means in which to cope which costs increases. Loan borrowing may be one of the primary options available to finance the costs of higher education, there are risks associated with this option; recent research identifies that those risks may be growing.
Financing the Dream: Securing College Affordability for the Middle ClassObama White House
This is a report from the White House Task Force on Middle Class Working Families: The Task Force is a major initiative targeted at raising the living standards of middle-class, working families in America. It is comprised of top-level administration policy makers, and in addition to regular meetings, it will conduct outreach sessions with representatives of labor, business, and the advocacy communities. More information is available at http://www.whitehouse.gov/strongmiddleclass/
The Red Balloon Project Re-Imagining Undergraduate Educationleadchangeagent
“ The Red Balloon contest serves as a metaphor for the newly-networked world. This new way of generating, aggregating and disseminating information has profound implications for higher education. It challenges long-held practices of teaching and learning, institutional organization and structure, and the very notion of expertise. The Red Balloon contest also serves as an analogy for how a community of higher education institutions and their national association can work together to promote and support change in higher education.” http://www.aascu.org/programs/redballoon/
Organizational Analysis paper about the University of Maryland, College Park ...Writers Per Hour
TOPIC Organizational Analysis paper about the University of Maryland, College Park AKA(UMD)
ACADEMIC LEVEL Undergrad. (yrs 1-2)
DISCIPLINE Business Studies
DOCUMENT TYPE Analysis Paper
SPACING DOUBLE
CITATION STYLE APA
Financing the Dream: Securing College Affordability for the Middle ClassObama White House
This is a report from the White House Task Force on Middle Class Working Families: The Task Force is a major initiative targeted at raising the living standards of middle-class, working families in America. It is comprised of top-level administration policy makers, and in addition to regular meetings, it will conduct outreach sessions with representatives of labor, business, and the advocacy communities. More information is available at http://www.whitehouse.gov/strongmiddleclass/
The Red Balloon Project Re-Imagining Undergraduate Educationleadchangeagent
“ The Red Balloon contest serves as a metaphor for the newly-networked world. This new way of generating, aggregating and disseminating information has profound implications for higher education. It challenges long-held practices of teaching and learning, institutional organization and structure, and the very notion of expertise. The Red Balloon contest also serves as an analogy for how a community of higher education institutions and their national association can work together to promote and support change in higher education.” http://www.aascu.org/programs/redballoon/
Organizational Analysis paper about the University of Maryland, College Park ...Writers Per Hour
TOPIC Organizational Analysis paper about the University of Maryland, College Park AKA(UMD)
ACADEMIC LEVEL Undergrad. (yrs 1-2)
DISCIPLINE Business Studies
DOCUMENT TYPE Analysis Paper
SPACING DOUBLE
CITATION STYLE APA
November 2016 U.S. employment update and outlookJLL
October's 161,000 net new jobs missed expectations, but unemployment still dropped to 4.9 percent, as signs point to a potential interest rate hike in December.
Module OverviewLiberal and Market Models of Higher Education AlyciaGold776
Module Overview:
Liberal and Market Models of Higher Education Policy
Module Five focuses on two states, California and Minnesota, as the complexities of higher education policy are examined and the variety of political, social, economic, and environmental factors contributing to the ways in which policies are developed are discussed. These policies, in turn, deeply impact the higher education systems within both states, with a particularly strong influence on funding models for colleges and universities.
Higher Education Policy in California
The California Master Plan for Higher Education guided the development of three campus systems in California: the University of California (UC), California State University (CSU), and California Community Colleges systems (St. John, Daun-Barnett, & Moronski-Chapman, 2013). Nearly four out of five college students in California attend one of the three public education systems and three out of every four bachelor degrees awarded annually are from either the UC or CSU systems (Johnson, 2014). Yet, the state is facing somewhat of an education crisis and Johnson projects a shortfall of one million college graduates by 2025.
In recent years, the historic California model has broken down as the systems have been negatively impacted by the state’s fiscal woes. While colleges and universities have responded to funding cuts by reducing expenses, including cutting administrative costs and hiring more non-tenure track faculty, declines in state support have forced the UC system to increase tuition fees by 50% in three years while CSU fees have increase by 47% in the same period (Johnson, Cook, Murphy, and Weston, 2014). Students are increasingly becoming indebted in order to accomplish their educational goals in California; the average loan amounts among students have risen 36% between 2005 and 2010 (a figure adjusted for inflation) (Johnson, 2014). Hoping to save expenses, many students begin their college educations at California community colleges, which have become so overcrowded that in 2012, 137,000 students could not enroll into at least one class that they needed and community colleges resorted to “rationing” courses (Dellner, 2012). This evidence suggests new changes are needed in the California state system to support students at all levels of enrollment.
In part, California’s steady decreases in higher education funding are a consequence of a need to fund other state services; for example, Johnson (2012) notes that from 2002 to 2012, state expenditures for higher education fell by close to 10% whereas expenditures for corrections and rehabilitation increased by 26%. Historical trends suggest that the state’s priorities began shifting from higher education toward corrections since the 1970s, even though the majority of Californians (68%) opposed spending cuts in higher education to reduce state budget deficits and 62% supported spending cuts in corrections to balance state budgets (Baldassare, Bonner, Pet ...
Module OverviewLiberal and Market Models of Higher Education .docxaudeleypearl
Module Overview:
Liberal and Market Models of Higher Education Policy
Module Five focuses on two states, California and Minnesota, as the complexities of higher education policy are examined and the variety of political, social, economic, and environmental factors contributing to the ways in which policies are developed are discussed. These policies, in turn, deeply impact the higher education systems within both states, with a particularly strong influence on funding models for colleges and universities.
Higher Education Policy in California
The California Master Plan for Higher Education guided the development of three campus systems in California: the University of California (UC), California State University (CSU), and California Community Colleges systems (St. John, Daun-Barnett, & Moronski-Chapman, 2013). Nearly four out of five college students in California attend one of the three public education systems and three out of every four bachelor degrees awarded annually are from either the UC or CSU systems (Johnson, 2014). Yet, the state is facing somewhat of an education crisis and Johnson projects a shortfall of one million college graduates by 2025.
In recent years, the historic California model has broken down as the systems have been negatively impacted by the state’s fiscal woes. While colleges and universities have responded to funding cuts by reducing expenses, including cutting administrative costs and hiring more non-tenure track faculty, declines in state support have forced the UC system to increase tuition fees by 50% in three years while CSU fees have increase by 47% in the same period (Johnson, Cook, Murphy, and Weston, 2014). Students are increasingly becoming indebted in order to accomplish their educational goals in California; the average loan amounts among students have risen 36% between 2005 and 2010 (a figure adjusted for inflation) (Johnson, 2014). Hoping to save expenses, many students begin their college educations at California community colleges, which have become so overcrowded that in 2012, 137,000 students could not enroll into at least one class that they needed and community colleges resorted to “rationing” courses (Dellner, 2012). This evidence suggests new changes are needed in the California state system to support students at all levels of enrollment.
In part, California’s steady decreases in higher education funding are a consequence of a need to fund other state services; for example, Johnson (2012) notes that from 2002 to 2012, state expenditures for higher education fell by close to 10% whereas expenditures for corrections and rehabilitation increased by 26%. Historical trends suggest that the state’s priorities began shifting from higher education toward corrections since the 1970s, even though the majority of Californians (68%) opposed spending cuts in higher education to reduce state budget deficits and 62% supported spending cuts in corrections to balance state budgets (Baldassare, Bonner, Pet.
Screenplay Written by Yongyi CaiFADE INEXT. RAI.docxjeffsrosalyn
Screenplay
Written by Yongyi Cai
FADE IN:
EXT. RAILWAY TERMINAL – DAY
Approaching the plane of focus is JANE. She walks towards me.
A white man with grey hair approaches in a t-shirt, slippers,
and jeans. A businessman approaches Jane in a black suit, he
seems to be walking in the direction of those boarding the
train to leave. The businesses bump into each other and
suddenly they hear two gunshots in the air.
DISSOLVE TO:
JANE
Hope you are okay. May you, in any
case, be aware of what is
happening?
They are both lying down on the floor. The businessman seems
to be in so much fear. They both place the bags they had on
their hands on the floor. The bags are both alike
BUSINESSMAN
(In a trembling voice)
Yes am fine, I have no idea of what
is happening. I am so afraid I
didn't expect such an incident to
happen.
MAN
You can all rise, sorry for the
scare. We thought that we had been
attacked but were wrong. Sorry for
the inconvenience.
JANE CONFUSES AND PICKS THE BUSINESSMAN’S BAG
She walks towards the terminus exit. Was that incident a
confusion? What was the agenda of that incident? The Man
seemed not to be sure of what he was reporting. I am not
fully convinced; I have to research on that.
BUSINESSMAN NOTICES THAT THE BAG THAT HE HAS DOES NOT BELONG
TO HIM
He runs towards the direction o f Jane.
BUSINESSMAN
Hey, lady! Is this your bag?
JANE HEARS A MAN CALLING
2.
she looks behind and sees the man. She looks at the content
in the bag an confirms that she has the man’s ag.
JANE
Oh sorry, I mistook my bag with
yours.
BUSINESSMAN
Its ok, I understand.
Yettke 2
Cassandra Yettke
Lara Alvarenga
English 1301
27 July 2019
Research Project
Student Loan College debt is the highest in history. The increase in the number of people applying for loans, unemployment, and tough economic times have seen the student loan college debt increase over the years. There is a big difference between the rate at which loans are being disbursed and the rate at which loans are being repaid by the students, which explains the rise in the debt over the years. Student loan debt is rising to 1.5 trillion nationwide. The highest it has ever been in history. An increasing amount of student loans are starting to out-price the tuition itself. In order to improve graduate success after graduation which also correlates to an improved economy, student loan debt should be reduced or eliminated
Student Loan Increasing Interest is furthering put students in debt. When joining college, many students apply for a loan in order to pay their tuition fees and to meet their basic needs. The Federal government started disbursing student loans in 1965, a move that was seen as an incentive for students to further their studies. Despite the effectiveness in disbursing the loans to the students, the debt to the students is becoming increasingly high over the years. As of 2019, the average student loan total debt in the US is $28,000. Law school, Medica.
6 facts you must know about student loans and college debtpauldylan06
Currently, there is a call for a more affordable college education, which makes sense. It comes on the heels of a recession that undercut the value of a college education. Even those with a college degree were not immune to the financial hit that the economy took and those still paying off their student loans were often left without the very job they had always assumed would pay off their educational debts. To know more facts about college loans visit http://www.theedadvocate.org/6-facts-you-must-know-about-student-loans-and-college-debt/
Surname 1
Name
Instructor
Course
Date
Forgiving Students’ Loan
Students’ debts in the United States are a sort of financial support that has to be paid back, in contrary to other kind of financial support like as scholarships and releases (Bryfonski, 70). Students’ debts play a huge role in U.S. higher studies. Around 20 million Americans join college every year. Out of that 20 million, nearly 20 million or 60% take debt annually to cover costs. In Europe, for instance, advance education is in addition subsidized for learners and financially aided by government. In fraction of Asia and Latin America maximum after secondary education is still private with small financial support by the governments. Whatsoever, in the U.S. many of college is financially aided by learners and their relatives with government bodies being financially aided in fraction by state and localized taxation, and combined private with public bodies through extra rewards from social welfare and students. The interest rate currently is 3.4% per annum, wherein debates are in to increase it to 6.8% p.a, which seems to be the exact double of the current interest rates (Szmigin et al, 602).
Every week, new petitions popups emerge urging the government to forgive all students debts. The argument is that forgiveness of students loans will stimulate job growth and overall economy growth and will lead more people to get an education. But, it will never be an investment for collective growth as a country (Field, 2007). The theory is simple, if we provide one time bailout of students loan debts, it would stimulate and uplift the sluggish economy. After all, college graduates are the people, who are required by the society to do things like improve business, purchase homes, and cars, make discoveries , invent new things, initiate new ideas, have families, have kids and people burdened with loans do not likely make such investment of take such initiatives.
Drawing reference from Kelly’s, Forgiving Loans of Those in Public Service Grows Popular, but Programs Are Unproven, it can be said that unburdening them will improve the housing market commodity market, stock market and would eventually result in overall economic growth. With the acceptance of this proposal by the President, millions of people in America, would all of a sudden have hundreds, in some cases, thousands of dollars in their pockets to invest in various industries and contribute to the overall improvement of economy (Field, 2007).
Education loans have become the latest financial crisis in USA and if absolutely nothing is done, then the entire economy will eventually become slugging, as it happened earlier. Those who are burdened with student loan debts, do not even think of making any investments etc., while the economy desperately needs people to indulge into activities which would help us pull ourselves out of the giant hole created thus the reason for unburdening students’ loan (students loan, 1990). This particula ...
Lipe, david the impact of a program specific orientation course focus v7 n1 2013William Kritsonis
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
1. Egan Cornachione
12/5/2013
IntermediateMicroeconomicTheory
Policy Brief: The Federal Direct Loan Program
The price tag for higher education is high and steadily increasing. The College Board
(2013) reports that the average price for tuition, fees, room and board at a four-year private
nonprofit college is $40,917 per year (up 14% over 5 years) and $18,391 per year at a public
four-year college (up 20% over 5 years). In order to make a college education available to more
students, the government offers low-interest student loans. Although federal student loans have
been available for many years, the current program, called the William D. Ford Federal Direct
Loan Program (FDLP), was recently implemented in 2010 (Branigin 2010). With the program,
students can take out federal loans at a considerably lower interest rate than those of private
loans- the other option available to students. With the passage of this new program, the
government no longer guarantees private loans. The FDLP offers several options for loans:
unsubsidized loans, subsidized loans, PLUS loans for graduate students and parents, and
consolidation loans. Subsidized loans are those in which the interest is deferred by the
government while the student is still in college. These loans and unsubsidized loans are most
common to undergraduate students and will be the focus of this report. With the high cost of
college, federal loans allow more consumers into the market for a college education than would
be able to with only private loans; however the benefits do not outweigh the costs of the
program. I recommend that the government take steps to withdraw from the loan market for
higher education. The text will examine how the program affects the average consumer of
higher education, looking at their world with and without the program, and will cite several
2. examples to show how the Federal Direct Loan Program may be adversely impacting higher
education.
The following is an analysis of how the program works, in theory, allowing students into
the market for a college education. It will specifically look at the demand for four-year private
colleges. Figure 1 models a budget constraint for the average consumer’s demand for a four-year
private college education and a composite good, X. The average student must pay a price per
unit of education P over four years for tuition, fees, room and board after school aid. Some
amount of P will be paid for by the consumer taking out student loans. Without the FDLP,
students would have to take out the same amount of money in a private loan and pay interest at a
rate of about 7.8%, on average (Consumer Financial Protection Bureau 2012). This would
effectively cause the price per unit of a college education to increase to P1, or the price paid
before the FDLP. With the FDLP, students can take out loans at an interest rate of only 3.86%
and if they choose to take a subsidized loan, the consumer can have interest subsidized while
they are in school, both of which decrease the price compared to P1 (Federal Student Aid 2013;
College Board 2012). The price per unit of education under the FDLP is labeled P2.
Figure 1 shows the budget constraint of a consumer with income M and a price of the
composite good of $1/unit. It is also assumed that the consumer faces a minimum amount of
education possible to be in the market for a four-year private college education (i.e., one needs at
least 127 credits to obtain a degree). This amount is labeled as E(o). All bundles with an
education level less than E(o) are unattainable. The budget constraint of a consumer without the
program is given by the green line in the model. The blue line represents the budget constraint
of the same consumer with the effective price reduction of a four-year private college education
under the program. The maximum amount of the composite good X available to the consumer
3. does not change under the program, but the maximum amount of education attainable to the
consumer with this level of income increases from M/P1 to M/P2, as P1>P2.
To examine how the introduction of the program can allow some consumers to enter the
market who would previously be unable to do so, an indifference curve (IC 1) for a consumer is
drawn through the maximum amount of consumption of X but does not include any other
attainable point on the first budget constraint. Thus, without the program, this consumer’s utility
maximizing bundle is at point A, spending all their money on the composite good. With the
introduction of the program, higher levels of utility are now available to this consumer on the
M/P1 M/P2E(o) E
X
IC 1
IC 2
M
X(o)
Figure 1: Budget Constraint for Average Consumer of Four-Year Private College Education
A
B
= BC before FDLP
= BC withFDLP
4. new budget constraint. The highest attainable indifference curve for this consumer is labeled IC
2, which is shown to pass through the minimum amount of education attainable, E(o). Thus,
their new utility maximizing bundle is at point B, with education E(o) and consumption of the
composite good X(o). Thus, the FDLP allows some consumers to obtain a four-year private
college education who previously would be unable to enter the market for one.
As should be expected based on the model, college enrollment rates have steadily
increased over the past twenty years, from 1990 to 2010, thanks in part to the federal student
loan program (College Board 2013). However, after the introduction of the new program in
2010, enrollment rates have actually begun to drop. Between 2011 and 2012, enrollment
decreased by 0.3%, and between 2012 and 2013, rates dropped by 2.3% (National Student
Clearinghouse Research Center 2013). At the same time, the average amount of federal aid has
shown a slight decrease and tuition at colleges has increased. The total student loan debt among
working Americans is over $1 trillion, and the default rate on those loans is up to 9.1% (Stiglitz
2013; Anderson 2010). Although student loans increase enrollment and allow more students into
the market, the debt burden on students is becoming too large.
Making sense of the increases in tuition, Wolfram (2005) studied the link between
student loans and increasing college tuition prices and found that increasing federal student loans
causes an increase in tuition prices. He suggests a 12 year government “phase out” from the loan
market that would lower tuition prices and lead to either competition in the private loan market,
increased private scholarships, or human capital contracts. Following up on Wolfram’s research,
McClusky (2011) examined the taxpayer burden of the federal student loan programs. Adjusted
for inflation, taxpayers have steadily increased their funding of the student loan program between
1985 and 2010, meaning, in other words, that taxpayer costs for higher education are increasing
5. from an already high level. Although the benefits of higher education are tricky to determine,
McClusky finds that the costs to taxpayers outweigh the benefits of student loans. The loan-
tuition relationship causes a cycle- as federal loans rise, tuition rises, and as a result, loans rise
again. As discussed in a New York Times series called “The Great Divide,” the results of this
cycle have led to the increasing $1.2 trillion student debt and have harmed other sectors of the
American economy, such as the housing industry and the job market (Stiglitz 2013). The
prospect of facing this high student debt burden has turned many students who were previously
considering college away from it because the cost is too great (Greenstone and Looney 2013).
The Federal Direct Loan Program provides the opportunity for students to attend college
that would be unable to do so, given current conditions, without the program. Unfortunately, the
many negative side effects of this program are causing it to fail to make college an affordable
opportunity for all. If, as Wolfram (2005) suggested, the government withdraws from the loan
market, tuition would decrease, which would cause a decrease in the price of education, similar
to that shown in Figure 1 from P1 to P2. This would have a similar effect, allowing more
students back into the market for a college education. Private scholarships and other forms of
private or institutional aid would compete and fill the role that the federal loan market held. The
Federal Direct Loan Program is having a negative effect on the higher education market, and I
strongly recommend it be terminated.
6. Works Cited:
Anderson, Fred. “Default Rates for Cohort Years 2006-2010.” Washington, DC: United States
Department of Education, 2013. Accessed November 23, 2013 http://www.ifap.ed.gov/
eannouncements/082013DefaultRatesforCohortYears20062010.html
Branigin, William. “Obama signs higher education measure into law.” Washington Post,March 30,
2010. Accessed November 23, 2013. http://voices.washingtonpost.com/44/2010/03/
obama-signs-higher-education-m.html?hpid=topnews
College Board. “Trends in Higher Education.” The College Board Advocacy and Policy Center. Accessed
November 23, 2013. http://trends.collegeboard.org/
Consumer Financial Protection Bureau. “Private Student Loans.” Washington, DC: United States
Department of Education, 2012.
Federal Student Aid. “Types of Aid: Loans.” United States Department of Education. Accessed
November 3, 2013. http://studentaid.ed.gov/types/loans/interest-rates#what-are-the-interest-
rates-of-federal-student-loans
Greenstone, Michael; and Looney, Adam. “Rising Student Debt Burdens: Factors Behind the
Phenomenon.” Washington, DC: The Brookings Institution, 2013.
McClusky, Neal. “CATO Institute Policy Analysis no. 686: How Much Ivory Does This Tower Need?
What We Spend on, and Get from, Higher Education.” Washington, DC: CATO Institute, 2011.
National Student Clearinghouse Research Center. Current Term Enrollment Estimates: Spring 2013.
Herndon, VA: National Student Clearinghouse Research Center,2013. Accessed November 23,
2013. http://nscresearchcenter.org/currenttermenrollmentestimate-spring2013/#more-852
7. Stiglitz, Joseph E. “Student Debt and the Crushing of the American Dream.” New York Times,May 12,
2013. Accessed November 23,2013. http://opinionator.blogs.nytimes.com/2013/05/12
/student-debt-and-the-crushing-of-the-american-dream/?ref=studentloans&_r=0
Wolfram, Gary. “CATO Institute Policy Analysis no. 531: Making College More Expensive: The
Unintended Consequences of FederalTuition Aid.”a Washington, DC: CATO Institute, 2005.