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Each year, millions of American families struggle with the expense of higher education. For the past fifty years, the U.S. government has helped students and families pay for college; but with the entire domestic policy agenda in flux, federal aid to education hangs in the balance. This book analyzes government policies for helping students pay for education beyond high school. It is being published at a time when aid to education is a prominent issue in battles over the federal budget and policymakers are debating the need for and effectiveness of federal student assistance programs. Starting with the post-World War II GI Bill, the book reviews the 50-year history of federal student aid legislation, assesses the results, and identifies trends and problems that cloud the future of this critically important national effort. The authors draw on the thinking of the country's top experts in examining the rationale and structure of the student aid system and how it might more effectively expand college opportunities while ensuring educational quality. Their analysis encourages policymakers to consider the multiple objectives of government aid—not just getting more students into college, but promoting student success and degree completion. The book offers a framework for future policy debates aimed at improving a system vital to America's economic future and its continued promise of opportunity. Copublished with the College Board / Dialogue on Public Policy
Each year, millions of American families struggle with the expense of higher education. For the past fifty years, the U.S. government has helped students and families pay for college; but with the entire domestic policy agenda in flux, federal aid to education hangs in the balance. This book analyzes government policies for helping students pay for education beyond high school. It is being published at a time when aid to education is a prominent issue in battles over the federal budget and policymakers are debating the need for and effectiveness of federal student assistance programs. Starting with the post-World War II GI Bill, the book reviews the 50-year history of federal student aid legislation, assesses the results, and identifies trends and problems that cloud the future of this critically important national effort. The authors draw on the thinking of the country's top experts in examining the rationale and structure of the student aid system and how it might more effectively expand college opportunities while ensuring educational quality. Their analysis encourages policymakers to consider the multiple objectives of government aid—not just getting more students into college, but promoting student success and degree completion. The book offers a framework for future policy debates aimed at improving a system vital to America's economic future and its continued promise of opportunity. Copublished with the College Board / Dialogue on Public Policy
This guide takes families and policymakers through the maze of college financing by explaining the pressures leading to the development of new financing plans and by examining the various options that exist for financing.
This study proposed to investigate the financial aid literacy of college students and if differences existed between specific groups. The research examined a causal comparison between students who attended a convocation and who did not, Pell awarded student status, and first-generation college student status. The participants included 58 students from the convocation and through a private social media group. The findings revealed statistical significances between students participating in the convocation versus those who did not attend and first-generation college students versus non first-generation in their financial aid literacy. The quantitative and qualitative data showed the necessity and impact of students receiving adequate financial aid information to make prudent educational cost decisions.
Innovative readings and blog posts show how sociology can help us understand everyday life.
This lively book reassesses a century of jurisprudential thought from a fresh perspective, and points to a malaise that currently afflicts not only legal theory but law in general. Steven Smith argues that our legal vocabulary and methods of reasoning presuppose classical ontological commitments that were explicitly articulated by thinkers from Aquinas to Coke to Blackstone, and even by Joseph Story. But these commitments are out of sync with the world view that prevails today in academic and professional thinking. So our law-talk thus degenerates into "just words"--or a kind of nonsense. The diagnosis is similar to that offered by Holmes, the Legal Realists, and other critics over the past century, except that these critics assumed that the older ontological commitments were dead, or at least on their way to extinction; so their aim was to purge legal discourse of what they saw as an archaic and fading metaphysics. Smith's argument starts with essentially the same metaphysical predicament but moves in the opposite direction. Instead of avoiding or marginalizing the "ultimate questions," he argues that we need to face up to them and consider their implications for law.
Issues of diversity and affirmative action have turned elite higher education in the United States into contested terrain. Rights revolutions in the country have raised hopes that have proved difficult to fulfill. Most particularly, expectations about access and opportunity--redressing the unfairness of the past--have collided with widely held beliefs: that educational institutions should treat each person fairly as an individual and should promote high academic standards. Promise and Dilemma gathers the reflections of a group of leading educators on whether and how objectives of diversity, equity, and excellence can be simultaneously pursued. Empirical in orientation, these essays focus on constructive proposals and on the role of social and political consensus. Furthermore, they contrast what we believe we know with what empirical data and institutional experience can teach us. Eugene Lowe's substantive introduction reviews the history of the practice of affirmative action in colleges and universities. The other essays are by L. Scott Miller of The College Board; Mamphela Ramphele, vice chancellor of the University of Cape Town; Neil J. Smelser of the Center for Advanced Study in the Behavioral Sciences, Stanford; and Claude M. Steele of Stanford University. Also included are commentaries by Randall Kennedy, Harvard Law School; Richard J. Light, John F. Kennedy School of Government, Harvard University; Chang-Lin Tien, the University of California, Berkeley; and Philip Uri Treisman, the University of Texas.
MYRNA McBRIDE IS HEADING TOWARD HER FUTURE When her train derails in Hillsdale, Michigan, a wealthy stranger offers her shelter—and a position in his household. Grateful yet wary of the mysterious man, Myrna must guard her secrets—and her heart. Returning home upon his brother's death, Dalton Freed is now heir to a grand estate and guardian to his niece. Dalton desperately needs Myrna's help. But even as he looks forward to seeing the beautiful governess each day, he suspects she's keeping secrets. Can she ever earn Dalton's trust and bring light and laughter back to his life?
This landmark effort to understand African-American people in the New World provides deep insight into the contradictions of American democracy as well as a study of a people within a people. The touchstone of this classic is the jarring discrepancy between the American creed of respect for the inalienable rights to freedom, justice, and opportunity for all and the pervasive violations of the dignity of blacks.