Stipend for unit administrators
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The document discusses a proposal to provide an incentive stipend to school administrators through Title II-A grant funds. The stipend would encourage administrators to work at high-needs, inner-city schools in order to promote student achievement. Currently, teachers receive stipends for student achievement but administrators do not. The federal government has approved a similar incentive stipend based on whether a school meets Adequate Yearly Progress targets. The proposed stipend would make it equitable for all administrators to receive the payment regardless of school population size, as it would be based solely on student achievement. Stakeholders are being asked to consider approving the stipend proposal.
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Port 1 sea grants
The document discusses the School Improvement Grant (SIG) program which provides funding to turnaround struggling schools. It outlines the four school intervention models that can be implemented - turnaround, restart, closure, or transformation. It also discusses the requirements for states and school districts in receiving and allocating SIG funds, implementing interventions, and reporting evaluation metrics before and after receiving funds.
Sample slide sharon the marketisation of education in singapore
1. In the 1980s, schools in Singapore gained increased autonomy from central control, allowing principals more educational leadership over staff deployment, salaries, finances, management, and curriculum.
2. By the 1990s and 2000s, the government established 28 school clusters headed by superintendents, provided education endowments for enrichment programs, and encouraged internal school performance assessments rather than inter-school competition focused on rankings.
3. However, tensions remain between decentralization and tight external controls over competition and reviews, and between developing critical thinking skills versus drilling for exam results.
香港六合彩 » SlideShare
香港六合彩的气息洋溢在油麻地的每一个角落。香港六合彩风风火火地走在田野上，风风火火地走进小学校，风风火火地走到会场上。有些时候，香港六合彩本是和杜元潮一起离开镇委会去一个什么地方的，但走着走着，香港六合彩就从后面走到了前头，而当香港六合彩到达目的地时，杜元潮已被远远地落在了后面。对此，香港六合彩并不多虑，无所谓。杜元潮到达时，假如是赴宴的，邱子东早已经坐下了，假如是接待外边来香港六合彩的，邱子东早已与香港六合彩家说得热火朝天了，假如是去小学校视察的，邱子东早已端起刚泡的茶喝掉了一半，并与老师们有说有笑了……油麻地的地面上，有五只高音喇叭。传一个香港六合彩，召集一个会议，布置生产任务或传达上头的精神，就全靠这五只喇叭。这五只喇叭所发出的声音，大部分是邱子东的。邱子东的声音很响亮，很威风，话也说得很流畅，很清楚，刀切的一般，毫不含糊。邱子东似乎也很喜欢在这五只大喇叭里发号施令。上瘾。那时，这广阔的田野上，就只有这五只大喇叭所发出的宏大的声音了。这声音会因为你所站的位置的不同，而此起彼伏。鸭鸣声，猪叫声，牛吼声，这大地上的一切声音，皆因这五只喇叭所发出的声音而显得无足轻重。这声音在空气里传播着，轰鸣着，回荡着，给了邱子东莫大的快意。不知出于何种考虑，季国良在组织完油麻地的领导班子之后，还给这个班子作了一下分工，其中有一个很重要的决定:由邱子东负责油麻地的财政审批。香港六合彩对杜元潮说:你是书记，你负责全面工作。杜元潮点了点头，没有表示反对。季国良又补充了一句:一般来说，审批这一具体工作都是由镇长来做。杜元潮又点了点头。因此，邱子东的上衣口袋里总插一支笔，香港六合彩可能随时随地都要签字。油麻地的家当其实微不足道，然而，正是这微不足道，审批才越发地显得重要。谁家锅揭不开了，申请补助十几斤粮食;谁家的房子在冬天的夜晚烧毁了，申请新建房子的砖瓦;谁家有香港六合彩生了大病，申请补助十几元钱;生产队长夜里开会，要吃一顿夜餐，需从会计周秃子那里取一笔钱;文艺宣传队要买服装道具，也得从周秃子那里取一笔钱……所有这一切，都得通过邱子东的一支笔。邱子东的字本来就很潇洒，现在就越发的潇洒，潇洒无边。邱子东脾气也大了，动不动就向下面发火，有时还骂娘。常常这样说话:我限你三天将早稻秧插完!你如果不想当你的队长了，你就将那块地给我荒着!十天不将这台戏给我排出来，香港六合彩别想拿到我一个工分!……有时，邱子东发火时，杜元潮就在场，但杜元潮面无表情，一言不发。油麻地的老百姓惶惑着:咱油麻地到底谁是一家之主?不知为什么，香港六合彩都希望杜元潮是。然而杜元潮并没有作出香港六合彩所希望的姿态来。硬不起来。有香港六合彩说。油麻地香港六合彩就开始猜测:这杜元潮，到底是城府太深还是就这么点儿本事？[第92节]骚雨/痴雨2(2)猜来猜去，结果有许多香港六合彩得出同一个结论:杜元潮说话结巴，杜元潮再凶，也没有办法。于是，香港六合彩就想明白了杜元潮为什么不喜欢走出油麻地，又为什么总是让邱子东唱戏在台前。于是，香港六合彩就有了一种深刻的悲哀:油麻地也就只能这样了。香港六合彩的猜测是有道理的。杜元潮的结巴，确实是让香港六合彩经常彻夜难眠的心病。为此，香港六合彩时常感到自卑，有时甚至感到绝望。
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Ppt 1
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The document discusses the School Improvement Grant (SIG) program which provides funding to turnaround struggling schools. It outlines the four school intervention models that can be implemented - turnaround, restart, closure, or transformation. It also discusses the requirements for states and school districts in receiving and allocating SIG funds, implementing interventions, and reporting evaluation metrics before and after receiving funds.
Sample slide sharon the marketisation of education in singapore
1. In the 1980s, schools in Singapore gained increased autonomy from central control, allowing principals more educational leadership over staff deployment, salaries, finances, management, and curriculum.
2. By the 1990s and 2000s, the government established 28 school clusters headed by superintendents, provided education endowments for enrichment programs, and encouraged internal school performance assessments rather than inter-school competition focused on rankings.
3. However, tensions remain between decentralization and tight external controls over competition and reviews, and between developing critical thinking skills versus drilling for exam results.
香港六合彩 » SlideShare
香港六合彩的气息洋溢在油麻地的每一个角落。香港六合彩风风火火地走在田野上，风风火火地走进小学校，风风火火地走到会场上。有些时候，香港六合彩本是和杜元潮一起离开镇委会去一个什么地方的，但走着走着，香港六合彩就从后面走到了前头，而当香港六合彩到达目的地时，杜元潮已被远远地落在了后面。对此，香港六合彩并不多虑，无所谓。杜元潮到达时，假如是赴宴的，邱子东早已经坐下了，假如是接待外边来香港六合彩的，邱子东早已与香港六合彩家说得热火朝天了，假如是去小学校视察的，邱子东早已端起刚泡的茶喝掉了一半，并与老师们有说有笑了……油麻地的地面上，有五只高音喇叭。传一个香港六合彩，召集一个会议，布置生产任务或传达上头的精神，就全靠这五只喇叭。这五只喇叭所发出的声音，大部分是邱子东的。邱子东的声音很响亮，很威风，话也说得很流畅，很清楚，刀切的一般，毫不含糊。邱子东似乎也很喜欢在这五只大喇叭里发号施令。上瘾。那时，这广阔的田野上，就只有这五只大喇叭所发出的宏大的声音了。这声音会因为你所站的位置的不同，而此起彼伏。鸭鸣声，猪叫声，牛吼声，这大地上的一切声音，皆因这五只喇叭所发出的声音而显得无足轻重。这声音在空气里传播着，轰鸣着，回荡着，给了邱子东莫大的快意。不知出于何种考虑，季国良在组织完油麻地的领导班子之后，还给这个班子作了一下分工，其中有一个很重要的决定:由邱子东负责油麻地的财政审批。香港六合彩对杜元潮说:你是书记，你负责全面工作。杜元潮点了点头，没有表示反对。季国良又补充了一句:一般来说，审批这一具体工作都是由镇长来做。杜元潮又点了点头。因此，邱子东的上衣口袋里总插一支笔，香港六合彩可能随时随地都要签字。油麻地的家当其实微不足道，然而，正是这微不足道，审批才越发地显得重要。谁家锅揭不开了，申请补助十几斤粮食;谁家的房子在冬天的夜晚烧毁了，申请新建房子的砖瓦;谁家有香港六合彩生了大病，申请补助十几元钱;生产队长夜里开会，要吃一顿夜餐，需从会计周秃子那里取一笔钱;文艺宣传队要买服装道具，也得从周秃子那里取一笔钱……所有这一切，都得通过邱子东的一支笔。邱子东的字本来就很潇洒，现在就越发的潇洒，潇洒无边。邱子东脾气也大了，动不动就向下面发火，有时还骂娘。常常这样说话:我限你三天将早稻秧插完!你如果不想当你的队长了，你就将那块地给我荒着!十天不将这台戏给我排出来，香港六合彩别想拿到我一个工分!……有时，邱子东发火时，杜元潮就在场，但杜元潮面无表情，一言不发。油麻地的老百姓惶惑着:咱油麻地到底谁是一家之主?不知为什么，香港六合彩都希望杜元潮是。然而杜元潮并没有作出香港六合彩所希望的姿态来。硬不起来。有香港六合彩说。油麻地香港六合彩就开始猜测:这杜元潮，到底是城府太深还是就这么点儿本事？[第92节]骚雨/痴雨2(2)猜来猜去，结果有许多香港六合彩得出同一个结论:杜元潮说话结巴，杜元潮再凶，也没有办法。于是，香港六合彩就想明白了杜元潮为什么不喜欢走出油麻地，又为什么总是让邱子东唱戏在台前。于是，香港六合彩就有了一种深刻的悲哀:油麻地也就只能这样了。香港六合彩的猜测是有道理的。杜元潮的结巴，确实是让香港六合彩经常彻夜难眠的心病。为此，香港六合彩时常感到自卑，有时甚至感到绝望。
Laws Relating to Finance and Support Services
This document summarizes several administrative orders and department of education orders relating to additional compensation and support for teachers and private education. It outlines orders that granted public school teachers an additional PHP 500 monthly compensation in 1993, increased their classroom supply allowance from PHP 300 to PHP 500 in 2007, and established guidelines for redeployment allowances in 2013. It also describes an executive order from 1994 and department order from 2014 that established and implemented a fund to provide financial assistance to private schools and teachers through programs like education service contracting and teacher salary subsidies.
The New American Tuition Reimbursement Model
Companies are exploring new ways to manage tuition reimbursement programs and better align employee education with business needs. Some companies are identifying degree programs from local colleges that relate to the company's learning objectives. They are also negotiating with schools for scaled pricing for employee cohorts and more control over instructor quality and consistency. This allows employees to learn with colleagues while creating skills and a learning culture that provides returns on the tuition investment.
Ppt 1
The New Hampshire Charter School Program has four primary objectives: 1) To increase the number of high-quality charter schools, especially those serving disadvantaged students. 2) To improve achievement and graduation rates of secondary charter school students. 3) To disseminate best practices of charter schools. 4) To empower charter schools to become strong independent organizations and support fiscal responsibility. Charter schools can be authorized locally or by the state board of education. Federal Charter School Program grants support planning, design, and initial implementation of new charter schools. New Hampshire prioritizes funding for schools serving at-risk students from low-performing districts.
Education voucher system reprt
The education voucher system is a government program that provides tuition assistance to disadvantaged students to attend private high schools. It aims to reduce overcrowding in public schools and improve access to quality education. The program issues tuition vouchers worth ₱5,000 per student annually that can be used to cover partial or full private school tuition. Students from low-income families who meet the private schools' admission requirements are eligible. The vouchers can be used for all four years of high school if the student remains in good standing. The program is funded publicly and privately, and payments are made directly to participating private schools.
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Paying For College
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Paying For College
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13 14 SAP policy - revised for spring 2014 - final - 111413
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1The CounCil of STaTe governmenTSDoes Merit Pay For Teache.docx
1The CounCil of STaTe governmenTS
Does Merit Pay For Teachers Have Merit?
Pros And Cons Of New Models For Teacher Compensation
o
C
T 2011
The Council of State Governments
CAPITOL reSearCh
eduCaTion
The CounCil of STaTe governmenTS
Twenty-five years ago, two recent college graduates
entered the teaching profession and began work-
ing at the same school. It didn’t matter if they were
male or female; black, white or Latino; whether they
graduated from a state teaching college or a presti-
gious Ivy League school. In nearly all public school
districts, both teachers would earn the same amount,
provided they had the same level of education and
number of years teaching.
Throughout their teaching career, the amount
they would be paid would remain identical, firmly
controlled by a tidy salary schedule determined
exclusively by those two factors: the number of years
of teaching experience and level of education. Their
salaries could increase for sponsoring extracurricular
activities or taking on additional duties, such as serv-
ing as department chair, coaching an athletic team or
teaching summer school.
Whether one teacher had consistently higher
evaluations wouldn’t alter his or her compensation.
The teacher’s pay also wouldn’t increase if his or
her students consistently outperformed the other
teacher’s students in annual end-of-year assessments.
The times, however, appear to be changing. Since
2007, legislatures in at least 28 states have intro-
duced legislation that would replace the traditional
pay system with an alternative based on evaluations
and/or student achievement. (See map on page 9.)
Performance pay also appears to have struck a chord
with the public. According to a TIME magazine poll
released in September 2010, 71 percent support the
idea of paying teachers based on their effectiveness
in the classroom—not automatic step increases based
on how long they’ve been teaching.1
Although popular in public opinion polls, merit
pay, also called performance pay, when linked to
student test scores, faces stiff opposition from teacher
organizations. Critics contend compensating teachers
based on evaluations and student test scores could
be a slippery slope leading to abuse. Clearly, when
determining which teachers are effective and which
are not, and how to reward those who are, policymak-
ers will face numerous complex issues.
The Development of Teacher Pay
Performance pay, if enduring, would mark at least
the fourth major evolution of teacher compensation
in the U.S. Until the late 19th century, teacher pay
was largely based on a so-called “boarding round”
system. Because most of the U.S. population lived in
rural farming communities with one-room school-
houses and few students, teacher compensation was
limited to a small stipend. Their pay was supple-
mented by room and board that involved rotating
teachers’ residences weekly from one student’s home
to another.2
By the late 1800s, th.
Money for college2
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.
Coronavirus Aid, Relief, and Economic Security Act: What Is in It for US Edu...
The US government is continuing to respond
to the spread of the Coronavirus disease 2019
(COVID-19) with new actions to provide relief
to students and educators. Late evening on
Wednesday, March 25, the Senate passed the
Coronavirus Aid, Relief, and Economic Security
(CARES) Act – the third piece of legislation
to respond to the COVID-19 pandemic – by a
vote of 96-0. On Friday, March 27, the House
of Representatives passed the bill, which was
signed into law by President Trump the same
day.
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Innovative Uses of Technology in International Education
Throughout the life of a prospective student through to alumni, colleges and universities have been increasingly reliant on new virtual, social, and online methods to attract, retain, educate, and employ their target audiences. The panelists share examples of how institutions/organizations have been
Engaging Students Virtually Throughout the Enrollment Cycle
The document discusses strategies for engaging international students virtually throughout the enrollment process. It summarizes research showing that international students value conversations with campus representatives and current students. The presentation then provides examples of how three universities - University of Idaho, Oregon State University, and an unnamed institution - have used virtual engagement like video chats and webcasts to connect with prospects, admits, and deposits, helping increase international enrollment and student yield.
Nagap winter institute intl enrollment management workshop
As part of NAGAP's Winter Institute for graduate admissions professionals, I conducted a two hour workshop on international enrollment management along with Fanta Aw, VP for Campus Life & International Student & Scholar Services, at American University
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Learn how to better apply social media tools to your work and broaden the impact of recruitment efforts overseas. This session provides an advanced look at social media management tools, highlights important trends to follow, and explores specific examples of ways to become better engaged with the conversations happening online.
Prevailing Trends: How to Engage International Students in Admissions
Hundreds of universities are competing to recruit international students. Yet there’s little known about what drives the decisions of these students. In this session, attendees will gain insights gleaned from three consecutive years of research on the motivations of these students, and will hear firsthand from universities successfully engaging online with students throughout the admissions cycle.
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Provost Advisory Committee for Students Board of Regents Recommendation
The Provost Advisory Committee for Students (PACS) makes the following recommendations to the Board of Regents:
1) A 3% tuition increase for resident undergraduates and a 1% increase for non-residents to keep higher education accessible while raising necessary revenue.
2) A 2% salary increase for meritorious faculty and staff, recognizing their importance but noting increases should first be funded by the state, not students.
3) Maintaining and strengthening financial aid programs to ensure affordability, including for low-income, middle-class, and graduate students.
Money For College
This document summarizes various sources of financial aid available to students in 2009/2010, including grants, scholarships, loans, work-study programs, and tax credits. Grants such as Pell Grants and state grants provide need-based aid that does not need to be repaid. Scholarships are also aid that does not need to be repaid and are awarded based on special qualifications. Loans such as Perkins and Stafford loans are available based on financial need. Work-study programs allow students to earn money for education through on-campus jobs. A new $2,500 tax credit was also authorized to help families pay for college costs. Students are advised to contact their university financial aid office for details on available funding
Support for Amendment B
The amendment would allow the state to prudently increase distributions from the School Trust Lands Program by up to 50% over the next few years, adding millions to the educational system. It would let school community councils continue meaningful school improvement by deciding how to best use the additional funds. The amendment also updates the distribution policy to consider factors like enrollment growth and inflation, allowing the School and Institutional Trust Fund Board of Trustees to grow the fund while increasing distributions. It includes a 4% cap to continue growing the fund's principal and provide more money for schools now and in the future. The State Board of Education, Governor, Treasurer, and other state officials and organizations all support the amendment.
Paying For College
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.
Paying For College
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.
Paying For College
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.
HR: Student Loan Repayment as Compensation
The current state of employee student loan burdens in the United States (as of 2015) along with best practices for improving recruitment and retainment while tackling the issue.
Cooper Ed budget
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.
Senator Moore College Affordability-Student Debt Op-Ed
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.
We Must Have Even Higher Expectations For Teachers
The document discusses the need to raise expectations for teachers in order to improve student outcomes. It argues that traditional teacher certification programs are inadequate and deter talented candidates. States are exploring alternative approaches to attract, prepare, and compensate teachers. These include reshaping teacher education, expanding alternative certification programs, increasing accountability based on student results, and giving schools more flexibility over staffing and compensation. The document calls for federal policy to support state-led education reform through funding tied to performance targets rather than process requirements.
13 14 SAP policy - revised for spring 2014 - final - 111413
Federal regulations require Houston Community College to monitor the academic progress of all students receiving financial aid. Students must maintain a minimum 2.0 GPA, complete 67% of attempted credit hours, and complete their degree within 150% of the required credit hours. Students who do not meet these standards will be placed on financial aid warning or suspension and risk losing their eligibility for aid. Appeals for reinstatement of aid are allowed only for mitigating circumstances and require an academic plan.
1The CounCil of STaTe governmenTSDoes Merit Pay For Teache.docx
1The CounCil of STaTe governmenTS
Does Merit Pay For Teachers Have Merit?
Pros And Cons Of New Models For Teacher Compensation
o
C
T 2011
The Council of State Governments
CAPITOL reSearCh
eduCaTion
The CounCil of STaTe governmenTS
Twenty-five years ago, two recent college graduates
entered the teaching profession and began work-
ing at the same school. It didn’t matter if they were
male or female; black, white or Latino; whether they
graduated from a state teaching college or a presti-
gious Ivy League school. In nearly all public school
districts, both teachers would earn the same amount,
provided they had the same level of education and
number of years teaching.
Throughout their teaching career, the amount
they would be paid would remain identical, firmly
controlled by a tidy salary schedule determined
exclusively by those two factors: the number of years
of teaching experience and level of education. Their
salaries could increase for sponsoring extracurricular
activities or taking on additional duties, such as serv-
ing as department chair, coaching an athletic team or
teaching summer school.
Whether one teacher had consistently higher
evaluations wouldn’t alter his or her compensation.
The teacher’s pay also wouldn’t increase if his or
her students consistently outperformed the other
teacher’s students in annual end-of-year assessments.
The times, however, appear to be changing. Since
2007, legislatures in at least 28 states have intro-
duced legislation that would replace the traditional
pay system with an alternative based on evaluations
and/or student achievement. (See map on page 9.)
Performance pay also appears to have struck a chord
with the public. According to a TIME magazine poll
released in September 2010, 71 percent support the
idea of paying teachers based on their effectiveness
in the classroom—not automatic step increases based
on how long they’ve been teaching.1
Although popular in public opinion polls, merit
pay, also called performance pay, when linked to
student test scores, faces stiff opposition from teacher
organizations. Critics contend compensating teachers
based on evaluations and student test scores could
be a slippery slope leading to abuse. Clearly, when
determining which teachers are effective and which
are not, and how to reward those who are, policymak-
ers will face numerous complex issues.
The Development of Teacher Pay
Performance pay, if enduring, would mark at least
the fourth major evolution of teacher compensation
in the U.S. Until the late 19th century, teacher pay
was largely based on a so-called “boarding round”
system. Because most of the U.S. population lived in
rural farming communities with one-room school-
houses and few students, teacher compensation was
limited to a small stipend. Their pay was supple-
mented by room and board that involved rotating
teachers’ residences weekly from one student’s home
to another.2
By the late 1800s, th.
Money for college2
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.
Coronavirus Aid, Relief, and Economic Security Act: What Is in It for US Edu...
The US government is continuing to respond
to the spread of the Coronavirus disease 2019
(COVID-19) with new actions to provide relief
to students and educators. Late evening on
Wednesday, March 25, the Senate passed the
Coronavirus Aid, Relief, and Economic Security
(CARES) Act – the third piece of legislation
to respond to the COVID-19 pandemic – by a
vote of 96-0. On Friday, March 27, the House
of Representatives passed the bill, which was
signed into law by President Trump the same
day.
IDSL 855 - Student Financial Aid PowerPoint
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.
In this activity, you will 1. visit the websile Budget O1. The. Unit.pdf
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.
With A Nominal Membership Fee, Receive Ensured Government Financial Grants Fo...
To assist eligible students in pursuing their educational ambitions, the government offers grants for education. With a low-cost membership to America's Got Grants, you may get access to the most recent government financial grants for education.
Pointer Partnership Brochure
Differential tuition is an additional tuition that students on some campuses pay for specific purposes. At UW System schools, all students pay a base tuition set by the Board of Regents, while differential tuition is set separately by each university and remains at that university to be allocated by the responsible committee. Differential tuition funds are more flexible than other campus funding and can be used to address issues like bottleneck courses and inconsistent advising.
George Mason UniversityUniversity PolicySkip to Content.docx
George Mason University
University Policy
Skip to Content
Search Search Search
Students
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[email protected]
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My Mason
People Finder
Home
All Policies
Policies by Category
Policies by Responsible Office
Employee Tuition Exemption Benefit
University Policy Number 2209
Categorized: Human Resources and Payroll
Responsible Office: Human Resources and Payroll, Registrar, Student Accounts
Policy Procedure: N/A
Related Law & Policy: N/A
I. SCOPE
This policy applies to all George Mason University full- and part-time faculty, administrative and
professional faculty and classified staff, as well as non-student wage employees. Full-time students, graduate
assistants, and student wage employees, are not eligible for employee tuition exemption under this policy.
Definitions are available in Policy 2217.
II. POLICY STATEMENT
Eligible George Mason University employees are allowed to enroll in classes and related laboratories each
academic year, for which tuition, lab, and course fees will be exempted under the conditions set forth herein.
Employee tuition exemptions cannot be applied against other charges and are not refundable. Individuals
must be current and active employees of George Mason University to use this benefit.
III. APPLICATION
A. Maximum Allowable Benefits – The following table sets forth the maximum allowable benefits for each
employment classification:
Class of Employee
Maximum Allowable Number
of Credits Exempted Per
Academic Year
Maximum Allowable Number
of Credits Exempted in any
one Semester or Summer
Term
Full-time faculty
12 6
Part-time faculty
8 4
Full-time administrative and
professional faculty 12 6
Part-time administrative and
professional faculty 8 4
Full-time classified staff
12 6
Part-time classified staff
8 4
Adjunct faculty
8 4
Non-Student Wage Employees
8 4
B. Accrual of Credits for Non-Student Wage Employees – Non-student wage employees are eligible to enroll
in up to 4 credit hours of course work after 500 hours of employment. An additional 4 hours of credits will
be earned under this benefit after each subsequent 500 hours of employment. Each 4 credit hour exemption
must be used in a single semester or summer term and no portion of the 4 credit hours may be transferred to
another semester or summer term. Upon separation from a wage assignment, the employee’s accrued tuition
waiver hours will remain frozen for a period of six months. If the employee acquires another wage
assignment at George Mason University within that six-month period, he or she will continue to accrue the
benefit from the last remaining balance. Otherwise, the balance will be drawn to zero and the employee will
begin to accrue at the zero balance for any future wage assignments at George Mason University.
C. Eligibility – Eligibility under this benefit will commence upon employment and extend through the
academic terms of the class(es) in which the employee i ...
Port 1 sea grants
The document discusses the School Improvement Grant (SIG) program which provides funding to turnaround struggling schools. It outlines the four school intervention models that can be implemented - turnaround, restart, closure, or transformation. It also discusses the requirements for states and school districts in receiving and allocating SIG funds, implementing interventions, and reporting evaluation metrics before and after receiving funds.
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13 14 SAP policy - revised for spring 2014 - final - 111413
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1The CounCil of STaTe governmenTSDoes Merit Pay For Teache.docx
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In this activity, you will 1. visit the websile Budget O1. The. Unit.pdf
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With A Nominal Membership Fee, Receive Ensured Government Financial Grants Fo...
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George Mason UniversityUniversity PolicySkip to Content.docx
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Tools for cummunication
The document discusses assessing communication tools on a school district website. It finds that the site needs more frequent updates, collaboration, and participatory features. In particular, the superintendent's blog has not been updated since the beginning of the school year. It also notes that agenda and meeting minutes are not available online, communication and collaboration are not valued across the community, and the district's communication system scores far below standards. It calls for schools to use new technologies and tools to share information openly with the public.
Let's do the Math
The administration claims there is no budget for salaries, supplies, textbooks, field trips, or substitute teachers. However, there is money to rehire 14 retired employees costing $1 million per year. There is also money for board meeting buffets and consultants. Substitute principals are paid $300 per day, but it is unclear if they are certified or fingerprinted. One substitute principal is related to the board secretary, representing a conflict of interest and likely policy violation. The conclusion is that the Murphy administration's spending priorities and lack of transparency have not changed.
Construya el puente al éxito
Adoptando estos principios usted podrá ayudar a su hijo a tener éxito en la escuela y
en la vida.
Build the Bridge to Success
By adopting the following principles
you will be able to help your child succeed in school and in life.
Keeping an eye on Murphy
A school district maintains a Facebook page to share updates and information with the community. The page averages 50-60 visits per day and has seen visits increase to over 1900 per month. The district encourages residents to support the page by becoming a fan and telling others in order to further engage the community.
If I were School Superintendent. . .
If the author became the superintendent of the Murphy School District, they would: reduce district administration, hire highly qualified administrators and teachers with starting salaries over $40,000, eliminate retirees collecting double pay and unproductive staff, open one charter school, keep schools open until 6pm, build learning communities and partnerships, and cut their own salary in half.
Creating the future using Facebook.
The document discusses using Facebook to increase transparency and public participation in education governance. It proposes that school superintendents could use Facebook to pose questions to the public about policy issues, collect feedback, analyze the information, and present recommendations to the school board. The board would then approve or disapprove based on the input received through Facebook. This process aims to make schools more accountable to their communities and think more independently.
Classroom Dollars - District-reported 2008 results
The classroom dollar percentage is the amount spent for dassroom purposes
divided by the total amount spent for day-to-day operations.
To My Teachers
Juan Bobo writes a letter to teachers at Murphy School expressing concerns about teachers' fear of strength and domination that prevents excellence. He encourages teachers to organize among themselves, parents, and students to empower themselves and remove fear and isolation. Juan warns that if teachers fail to act, they may lose him as a student and potentially their jobs.
Share your Thoughts
The Murphy School District is seeking public input on next year's operating budget during a budget crisis through Facebook or confidential email due to district employees refraining from commenting on Facebook. Residents are asked to share their opinions, insights, concerns and perspectives to help the district with ideas for the future of the Murphy community and budget rather than focus on past mistakes.
Legal expenses $175,000.00 ?
Legal expenses so far total $175,000, which is equivalent to the salaries of 6 teachers or 3 school administrators. Alternatively, that money could have purchased laptops for every teacher, 2 new school buses, or 8 copy machines. The document discusses using $175,000 in legal fees to instead fund education resources and implies the fees were due to unethical behavior.
Open Letter to the Murphy Governing Board (Revised)
The Office of the Auditor General conducted an audit of the Murphy Elementary School District and found that administrative costs were significantly higher than comparable districts due to extra administrative positions. Since then, the student population has decreased by 500 students under Dr. Mohr's administration, as he did not reduce administrative costs. Current administrators have announced cuts but have not followed through, as evidenced by replacing instructional positions over others. Teachers have less impact on students than classroom teachers. The community believes merging Murphy Schools with other districts will create more competent schools with a sense of community and equal education for all students.
Civil Court Case Information - Case History
This civil court case from 2009 involves plaintiffs Paul and Lydia Mohr against Murphy Elementary School District and several individuals. The case has a long history with numerous filings, including amended complaints, motions, responses, replies, and applications for temporary restraining orders. The filings indicate motions to dismiss claims, reconsider rulings, and modify court orders regarding the stay of an administrative termination hearing for one or more of the defendants.
Mohr vs Murphy Civil Court Case Information Case History
This civil court case involves a dispute between Paul and Lydia Mohr against Murphy Elementary School District. The case has a long history with many filings and motions, including applications for temporary restraining orders and motions to dismiss. Several hearings have been scheduled on the applications and motions to determine the next steps in the case. No judgments have been made yet as the case is still ongoing.
Information Please
"Fundamental to our way of life is the belief that when information which properly belongs to the public is systematically withheld by those in power, the people soon become ignorant of their own affairs, distrustful of those who manage them, and---eventually-incapable of determining their own destinies." Richard Nixon
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Stipend for unit administrators
- 1. Stakeholders, Please help the Murphy Governing Board make the right decision.
- 2. Consideration of Approval of an Incentive Stipend for Through the Title II- A Grant Read the idea:
- 3. Given the accountability pressures through NCLB, especially at high- risk, high-needs schools, this stipend is an encouragement to attract and retain unit administrators at our inner-city high-needs schools to promote academic student achievement. Teachers at schools receiving a performing label through AZ LEARNS receive 301 monies as an encouragement to promote academic student achievement. Unit Administrators do not receive and are not eligible to receive stipend through 301 monies. However, the federal government has approved the incentive stipend at the federal level for AYP only. Unit Administrator that have schools making AYP according to any of the formulas excluding the “N” count criteria which indicates the number of students tested. This adjustment will, in fact, make it equitable for all unit administrator to received the stipend regardless of the population size of the school. This stipend is based on student achievement and not based on student population size of the school. This amendment has been approved and is effective for the 2009- 2010 school year.
- 4. Add your “comment” in the comments area: