Strategies for Expanding Access to Secondary Education
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The document discusses strategies for expanding access to secondary education in the United States. It provides a brief history of secondary education laws and initiatives, including compulsory attendance laws. It then outlines typical graduation requirements, participation rates, and common reasons for dropping out. Finally, it discusses strategies employed by states to prevent dropping out, such as beginning preventative measures early, making school more relevant, improving academic supports, and strengthening school climate and parent communication.
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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.
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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Title I is a federal program that provides funding to schools and districts with high percentages of economically disadvantaged students. In the 2016-2017 school year, 47 schools in the Wake County Public School System (WCPSS) received Title I funding. Title I funds can be used for teacher hiring, materials/supplies, parental involvement activities, and professional development. WCPSS schools receiving Title I funds seek to actively engage families, share information about programs, involve families in reviewing policies and participating in school/district activities, and partner with families to support student excellence.
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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.Early learning and LCFF
This document discusses early learning and the Local Control Funding Formula (LCFF) in California. It provides background on LAUP, an organization dedicated to improving preschool access. It then summarizes data showing LAUP students are better prepared for kindergarten and cites research that high-quality preschool benefits students long-term. The LCFF is introduced as providing more school funding and flexibility to support at-risk students. The document argues that preschool can help meet several LCFF priorities and lists potential uses of LCFF dollars to expand preschool access and quality. It emphasizes that investing in preschool can save school districts money in the long run. Finally, it notes LAUP's work with LA school districts and encourages districts
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Chapter 12: How Should Education Be Reformed?
There are differing views on how to reform American public schools. Some argue schools need reform through measures like high standards, accountability, and standardized testing, while others say schools are already the best they've been. Effective reform may involve educating students academically as well as developing them as democratic citizens, workers, and good people. Approaches to reform include increasing standards, accountability through testing, active learning, developing school community, and character education.
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Editor's Notes
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