Always Learn!

Recently, there has been an impetus to place for-profit performance-markers in the not-for-profit education sector. While everyone agrees that public money should only be spent on programs, initiatives, and teachers that produce results, finding an accurate and realistic means for measuring pedagogy has proved difficult.

The difficulty in finding a middle ground hasn’t stopped the NCLB commission—led by Roy E. Barnes and Tommy Thompson—from suggesting that teachers and principals should be judged by their students’ test scores. In addition, the NCLB commission suggested that the performance of specific students be tracked from year to year. In response to the aggressive means that the NCLB commission is seeking to place on higher education, Edward J. McElroy—president of the American Federation of Teachers—stated that: “there is no reliable assessment systems(s) to tie student achievement to teacher performance.”1

Meanwhile in New York State, Eliot Spitzer and Manuel Rivera have carved out an additional $7 billion a year—which will boost the total yearly spend to $24.8 billion by 2010—for “performance based” school funding. In an effort to do away with the antiquated funding that New York State currently employs, each of the State’s school districts are obligated to sign a “contract of excellence” in order to secure funding. The push towards a measurably pedagogic system provides the education system with more funding, while making superintendents, administrators, and teachers accountable.

In contrast to the tact that the NCLB commission has taken, Spitzer’s approach to policy change and implementation has been more collaborative in nature: especially when compared with former Governor Pataki.

Commissioner of Education Richard P. Mills noted that Gov Spitzer delivered his speech in the education department building, included regents on his transition team, and invited board members to

help lead the charge for his agenda…. “He’s offering a partnership. It’s not always been like this,” Mr Mills said. “He’s giving us strong leadership. This is how it’s done.” 2

On a more global scale, the push towards performance-based education has been promoted as a means for maintaining the competitive work force, and the quality of life of the United States Of America. On December 14, 2006 the New Commission on the Skills of the American Workforce panel recommended that schools be operated by independent contractors, as well as giving states funding power, rather than local school districts. This panel is composed of New York City schools chancellor, Joel I. Klein; two former labor secretaries, William E. Brock, a Republican, and Ray Marshall, a Democrat; two former federal education secretaries, Rod Paige, a Republican, and Richard W. Riley, a Democrat and others. The panel’s recommendation comes in the wake of many claims that the American workforce is becoming less competitive. The AFT executive vice president, Antonia Cortese, noted that the proposals had ”some seriously flawed ideas with faddish allure that won’t produce better academic results .”3

Regardless of how we feel about performance based education initiatives, it is worth noting that the topic has garnered the attention of heavy-weight public figures from across the country. It is also worth noting that we’ve seen more performance-based education initiatives implemented in the past few years than in the previous decade. It remains to be seen how the country as a whole will move towards performance based education funding as a standard, rather than an idea.

-Sources

Jean Shecmo, Diana, “Tougher Standards Urged for Federal Education Law”, The New York Times, February 14, 2007

McNeil, Michelle, “Reform Agenda” in New York, Education Week, February 7, 2007

Herszenhorn, David M., Expert Panel Proposes Far-Reaching Redesign of the American Education System, The New York Times, December 15th 2006K

Recently, there has been an impetus to place for-profit performance-markers in the not-for-profit education sector. While everyone agrees that public money should only be spent on programs, initiatives, and teachers that produce results, finding an accurate and realistic means for measuring pedagogy has proved difficult.

With the increasing cost of education in recent years students who have relied on traditional Stafford loans have frequently discovered that they fail to cover most of their expenses. The PLUS program (Parent Loans for Undergraduate Students) was therefore introduced and is intended to assist in closing the gap between the funds available from college loans and the actual cost of education.

Despite the fact that the interest rate is higher than other loans the limit on borrowing is a great deal more flexible and the loans are not need-based.

For the FFEL program (Federal Family Education Loan) in which funds are provided by private lenders the interest rate is presently 8.5% and loans provided by the US Department of Education under the Direct loan program are presently charged at 7.9%. This difference of just 0.6% might appear insignificant but can prove very significant when viewed over the lifetime of an average loan.

With PLUS loans parents are permitted to borrow up to the full cost of a child’s education minus the amount of any financial aid that the child is awarded. Though PLUS loans are not cheap they can often make a difference when deciding which college to attend or indeed whether or not to attend at all.

However, because PLUS loans are not based upon need, they do need a credit check before approval. Normally it is the parent’s rather than the student’s credit that is checked since the parent is the signatory to the promissory note and is responsible for meeting repayments on the loan.

Where the parent’s credit history makes him or her ineligible for a PLUS loan a co-signer can participate in the loan and a relative or other third party can guarantee the loan repayment and assume legal responsibility as a co-borrower. With recent difficulties in the area of sub-prime borrowing however such cases are unfortunately more common than they have been. That means that in borderline cases the requirement for a co-signer is increasingly likely.

Aside from changes in interest rates another recent alteration to the program is its extension to permit graduate and professional students to qualify for PLUS loans. Identical eligibility criteria and interest rates apply and they must be studying at a suitable institution and on an eligible program.

Different from many college loan programs, repayments on PLUS loans starts right away and the initial payment is normally required within 30 to 60 days after the loan funds are disbursed. Interest starts to build up from the time the first payment is drawn down and both interest and principal needs to be paid in regular monthly installments while the student is in college. Payments need to be made to the specific lender in the case of FFEL loans and to a US Department of Education servicing center for Direct loans.

Make sure that you work out the costs of obtaining a PLUS loan very carefully and look on it as a loan of last resort. Even something like a home equity loan may turn out to be cheaper because the interest payments are tax-deductible.

Once you make the decision to return to school and pursue higher education, you are faced with a few choices. You have to find the perfect program that is the best fit for you and your career goals. But then you are left with the dilemma of how exactly do you pay for your online degree.

It is important to note that while the rates for tuition for most online degree programs are roughly the same as they are for on campus degree seeking students, which can range anywhere from around $200 per credit hour to upwards of $500 or more per credit hour, the general expenses associated with an online degree verses a traditional approach are often lower. Since most of the course material is usually available online you do not have to worry about unrealistic prices for academic texts. Furthermore, transportation costs, taking off of work to attend classes, or any of the other general expenses associated with life on campus are not a concern. Therefore, in the long run, the total cost for your online degree may well be cheaper than a more traditional route.

Regardless of the final cost, you still have to manage to pay for your degree, which is made somewhat easier by the fact that pursuing an online degree means that you are able to keep your current employment. Many universities, such as the University of Saint Mary offer flexible payment plans and a Tuition Management System that could allow you to break down your tuition into monthly payments.

There are also other routes to help you finance your education. If your online degree program is accredited then you will most likely be able to apply for financial aid. The application to apply for financial aid is free and it is a fairly simple process. The admissions advisor for your selected program should be able to help you obtain an application. Most federal and state financial aid happens to be need based so if you are having trouble meeting tuition you may qualify for a Pell grant. In additional to standard aid, most students are also eligible for student loans. To qualify for Federal financial aid you must be a U.S. Citizen or legal resident, be enrolled in a degree seeking program at least half time (which is for six credit hours), and not be in default of any prior student loan.

There are also several companies that offer educational loans for students regardless of the income. A few examples of companies that include alternative financing include the Bank of America “Gate” loan , Mae “Excel” Loan , Sallie Mae “Career Training” Loan , and SunTrust “eMax” Education Program. Every loan program may be slightly different so be sure to check with the one you are interested in for more details. Between the payment plans, and possible grants or scholarships available you are sure to find a means to cover your educational costs. And many universities, such as the University of Saint Mary have a commitment to making sure that anyone who has the desire to attend a degree program can find a way to do so. So explore you options, and pursue your dreams.

Single moms don’t often have education at the top of their priority lists. There are tasks to get done around the house that take up most of the time, and the budget is pretty much spent on taking care of the family. President Barack Obama wants to help these mothers with the financial aspect. He has set aside funding for these women to go back to school so they can find a more desirable job to support the family.

The Pell Federal Grant helps those who need financial assistance, and applicants have to prove their income. But if you do not qualify for the government grants, there are many programs out there that offer scholarship aid. All it takes is a little research and some time and dedication. However, funding is limited so it would be best to take action now.

Colleges often offer scholarships so it also would not hurt to look at the school’s Web site to see what they have available. There are a variety of resources that people don’t think about. Going back to school is important, especially for single mothers, because it can improve their home life. Finding a better job will make day-to-day life easier because the mother will only have to work one job, and will not be so tired at the end of the day. She will get to spend more time with her loved ones and they will appreciate that.

If you would like to learn more about what funding is available, please definitely do your research. You will feel confident on your journey to getting a college degree, and even more so after you have earned it and are on your way to job interviews and to your new career. More importantly, your children will admire you for what you are working for and will hopefully want the same for themselves when it is their time to make the choice on higher education.