The Office of Federal Student Aid (FSA) is a Principal Office of the Department of Education (Education) and is tasked with ensuring that all eligible students enrolled in postsecondary educational schools benefit from federal financial assistance for education and training The objectives of chapter 1 are to: describe how FSA and schools use information they collect to manage the federal student aid program, determine the extent to which FSA policies and procedures for managing and protecting this information align with federal requirements, describe the extent to which schools have established policies and procedures for managing student aid information, and determine the extent to which FSA ensures that schools protect this information. Chapter 2 examines how Education certifies schools to administer federal student aid and how frequently schools are approved and denied certification; and the role of compliance audits in the certification process and what, if any, steps Education has taken to address the quality of the audit information. Chapter 3 describes the need analysis formulas used to calculate the Expected Family Contribution (EFC) for federal student aid applicants. The Department of Education's Office of Federal Student Aid (FSA) partners with various entities ("non-school partners") that are involved primarily in supporting the repayment and collection of student loans The objectives of chapter 4 are to describe the roles of non-school partners and the types of personally identifiable information (PII) shared with them and assess the extent to which FSA policies and procedures for overseeing the non-school partners' protection of student aid data adhere to federal requirements, guidance, and best practices. Chapter 5 examines how schools work with borrowers to manage schools' cohort default rates, and how these strategies affect borrowers and schools' accountability for defaults, and the extent to which Education oversees the strategies schools and their default management consultants use to manage schools' cohort default rates and informs the public about its efforts to hold schools accountable. Chapter 6 examines the status of Education's efforts to implement prior recommendations for improving oversight of federal student loan servicers. Year after year, more student loan dollars are disbursed than are repaid, resulting in an expanding federal loan portfolio as described in chapter 7.

The government documents included in this book are comprised of reports and testimonies from April 2018 to September 2018 on Student Loans. As of April 2018, over a million borrowers had taken steps to pursue Public Loan Forgiveness (PSLF) from the Department of Education, but few borrowers have been granted loan forgiveness to date. The first report examines the 1. Number of Borrowers pursuing PSLF and the extent to which Education has conducted outreach to increase borrower awareness of program eligibility requirements and 2. The extent to which Education has provided key information to PSLF servier and borrowers. Recommendations follow. The second report describes the roles of Federal Student Aids (FSA) non-school partners in the federal student financial aid program and assesses the extent to which FSAs policies and procedures for overseeing non-school partners protection of federal student aid data align with federal requirements, federal guidance and best practices. The third report examines how schools work with borrowers to manage schools cohort default rates and how these strategies affect borrowers and schools accountability for defaults, and the extent to which Education oversees the strategies schools and their default management consultants use to manage schools cohort default rates and informs the public about its efforts to hold schools accountable. Finally, the last report examines the status of Educations efforts to improve oversight of federal student loan services. Federal loans play a key role in ensuring access to higher education for millions of students each year. This report provides testimony over the last 3 years examining the weaknesses in Educations management and proposals for a new student loan servicer system.

Privatization of America's Public Institutions describes the transformation of the military, K-12 public schools, public universities and colleges, and prisons into enterprises focused on generating profits for a select few. In many cases, privatization has limited accessibility, promoted segregation, fueled declining standards, increased costs, and reduced quality.

Privatization of America's Public Institutions describes the transformation of the military, K-12 public schools, public universities and colleges, and prisons into enterprises focused on generating profits for a select few. In many cases, privatization has limited accessibility, promoted segregation, fueled declining standards, increased costs, and reduced quality.

"Makes a groundbreaking, noteworthy, and lasting contribution to the field of public school improvement and reform." -From the Foreword by Wendy D. Puriefoy President, Public Education Network "A must-read book that can change how public education works, thrives, and ultimately succeeds." -Gerard A. Dery, Director, Zone 1, NAESP Principal, Nessacus Regional Middle School, Dalton, MA Harness skills and strategies to achieve "big-time" fundraising success! In this enlightening book, nationally recognized author and fundraising consultant Stanley Levenson shows school leaders how to move away from labor-intensive, nickel-and-dime bake sales and car washes, and into the world of big-time fundraising. Following the model used by colleges and universities, Levenson presents a wealth of practical strategies for supporting school finances by pursuing grants and gifts from corporations, foundations, the government, and individual donors. A proactive blueprint, this resource focuses on public responsibility in helping America's public schools become world-class learning institutions. Fundraisers will learn about the entire spectrum of the fundraising process, including donor research, appeal letter and proposal writing, goal development, program evaluation, effective stewardship, budgeting, and much more! This valuable package of ready-to-use tools and strategies includes: * Examples of winning grant proposals * Techniques for preparing a budget * Tips for overcoming obstacles and getting grants * Reproducible marketing documents, campaigns, and scripts * A list of 101 foundations and corporations interested in giving to schools * Extensive bibliography, references, and Web sites In this comprehensive guide, educators will find specific creative solutions for obtaining funding that will support the finest schools for our children.

Is College a Lousy Investment?: Negotiating the Hidden Cost of Higher Education discusses many of the economic misconceptions about earning a college degree. While it is widely believed that attending college guarantees wealth and success, students, concerned parents, and higher education professionals have neglected calculating the full-range of short-term and long-terms costs. Our work illustrates how the promotion of education merely as a commodity come at a high price for the individual and society. We argue how the idea of 'investment' can be expanded from a short-sighted view to engage a broader, more holistic rationale for higher education from which students can expect a full return on investment.

As the economic value of education increases, as more students seek to complete college courses while forgoing the "undergraduate experience," and as funding for public higher education decreases, the for-profit higher education sector has exploded. In New Players, Different Game, William G. Tierney and Guilbert C. Hentschke compare for-profit and not-for-profit models of higher education to assess the strengths and weaknesses of both.

For-profit institutions offer a fundamentally distinct type of postsecondary education. Some critics argue the institutions are so different they should not be accepted as an integral part of the American higher education system. Here, Tierney and Hentschke explore what traditional and nontraditional colleges and universities can learn from each other, comparing how they recruit students, employ faculty, and organize instructional programs. The authors suggest that, rather than continuing their standoff, the two sectors could mutually benefit from examining each other's culture, practices, and outcomes.

Community colleges were established to provide an accessible, affordable education and have largely met this charge. Access without success, however, does not benefit the student and traditional planning, operational and financial management, and infinite enrollment growth strategies have not produced positive student outcomes. The Great Recession, disinvestment in higher education, and increasing costs and competition have further exacerbated the inability to deliver better results. Community colleges need an operational framework structured for student success. The community college needs a redesigned business model. This publication breaks new ground by introducing the community college business model (CCBM), an intentionally designed operational management approach that provides a comprehensive approach to understanding students and meeting student needs by providing an exceptional educational experience. Supported by a fiscal management that targets finances to support student learning and success, the model guides the reader through the growth, development, and leveraging of the resources (human, physical, and intellectual) necessary for delivering a successful educational journey. The CCBM is designed to restructure community colleges for delivery of a student value proposition built on learning and success. The philosophical underpinning of the book is that student success is the ultimate measure of organizational effectiveness.

Many eligible borrowers do not participate in the Department of Education's (Education) Income-Based Repayment and Pay As You Earn repayment plans for Direct Loans, and Education has not provided information about the plans to all borrowers in repayment. These plans provide eligible borrowers with lower payments based on income and set timelines for forgiveness of any remaining loan balances. As of September 2014, outstanding federal student loan debt exceeded $1 trillion, and about 14 percent of borrowers had defaulted on their loans within 3 years of entering repayment, according to Education data. This book discusses how participation in Income-Based Repayment and Pay As You Earn compares to eligibility, and to what extent Education has taken steps to increase awareness of these plans; and what is known about Public Service Loan Forgiveness certification and eligibility, and to what extent Education has taken steps to increase awareness of this program.

Student loans make up the nation's second largest consumer debt market, surpassing all other categories of consumer debt aside from mortgages. Servicers are a critical link between borrowers and lenders. They manage borrowers' accounts, process monthly payments, and communicate directly with borrowers. The servicer is often different than the lender, and a borrower typically has no control over which company services a loan. Regrettably, widespread servicing failures are being reported by both federal and private student loan borrowers. This book reviews and discusses public comments submitted in response to a request for information regarding student loan servicing by the Consumer Financial Protection Bureau. It includes recommendations for policymakers and market participants to improve borrower outcomes and reduce defaults, offering a roadmap for student loan servicing reform. This book also identifies a range of challenging issues for servicemembers with student loans.

The American Opportunity Tax Credit (AOTC) is a temporary tax provision that provides financial assistance to taxpayers whose children (or who themselves) are attending college. The AOTC is scheduled to expire at the end of 2017, at which point Congress may allow the provision to expire, extend the provision in its current form, or extend a modified version of the AOTC. In light of increased congressional interest in reforming the tax code, policy makers may choose to consider modifying the AOTC in conjunction with other education tax benefits. This book provides both an in-depth description of this tax credit and an analysis of its economic impact. This book also reviews how the Pell Grant program works and provides an analysis of recent program costs and funding, recipients (numbers and characteristics), and the role the program plays in the distribution of federal student aid. In addition, this book highlights some of the current legislative issues pertaining to the program.

The William D Ford Federal Direct Loan (DL) program is the primary federal student loan program administered by the U.S. Department of Education (ED). The program makes available loans to undergraduate and graduate students and the parents of dependent undergraduate students to help them finance their post-secondary education expenses. This book discusses major provisions of federal student loans made available through the DL program and previously made through the FFEL program. It focuses on provisions related to borrower eligibility, loan terms and conditions, borrower repayment relief, and loan default and its consequences for borrowers. These topics are principally discussed with regard to loans currently being made through the DL program, or made in the recent past through either program. The book also provides detailed historical information on annual and aggregate borrowing limits, loan fees, and student loan interest rates.

The Department of Education (Education) relies on collection agencies to assist borrowers in rehabilitating defaulted student loans, which allows borrowers who make nine on-time monthly payments within 10 months to have the default removed from their credit reports. Education works with 22 collection agencies to locate borrowers and explain repayment options, including rehabilitation. From fiscal years 2011 to 2013, Education collected about $9 billion on over 1.5 million loans through rehabilitation, most of which was recovered by collection agencies. This book examines how Education assists borrowers in rehabilitating defaulted student loans; the upgrade of its defaulted loan information system affected loan rehabilitation; and Education oversees private collection agencies in implementing loan rehabilitation.

The number of students seeking postsecondary education at public or private nonprofit institutions has increased by 31 percent over the last decade, and close to 90 percent of the overall student population is now enrolled in these types of schools. As demand for a postsecondary education has grown, so has the cost, and families are finding college increasingly difficult to afford. To help students pay for college, the Department of Education (Education) provides assistance through Title IV of the Higher Education Act, awarding $133 billion in federal student aid in the 2009-2010 school year. To help ensure transparency and accountability in the public and private nonprofit postsecondary education sectors, this book reviews schools in these sectors with respect to their revenue trends; expenditure trends; student graduation rates; and disclosure of information to students on cost of attendance, graduation rates, and future employment. The book also briefly presents trends in out-of-pocket net price for college, the amount that students and their families must pay to attend college after subtracting grants, loans, work-study, and all other student aid from the total price of attendance. It also presents out-of-pocket net price by income levels for the most recent data available (2011-12). For comparability, findings are presented for undergraduates attending full time for a full year and also trends are presented separately for key institution types.

A college education can increase the choices and opportunities available to individuals, but high college tuition rates have prompted concerns that a college education may be an unattainable goal for some. To help students finance their education, Congress passed a law that raised the ceiling on the amount students can borrow under the federal Stafford Loan Program. This book examines the extent to which, if any, the Stafford loan limit increases affected tuition, fees and room and board prices at institutions of higher education; and the trends in private student loan borrowing since the loan limits took effect.

In fiscal year 2012, various VA education programs provided nearly $11 billion in education payments to almost 1 million veterans. The 2008 Post-9/11 GI Bill significantly increased education benefits for veterans and provided separate payments for tuition and fees, for housing expenses, and for books. In fiscal year 2012, VA made about $8.5 billion in tuition, housing, and other payments under the Post-9/11 GI Bill. This book reviews data on the VA's education programs. Specifically, the distribution of VA education payments among schools; how student characteristics and outcomes at highly VA-funded schools compare to those of other VA-funded schools; and how student characteristics and outcomes compare at highly VA-funded public, non-profit, and for-profit schools.

Since 1997, education tax benefits have become an increasingly important component of federal higher education policy. Fourteen tax benefits are currently available for college students and their parents to help pay for higher education. The available tax benefits are a mixture of credits, deductions, exclusions, and other incentives. The benefits can be placed into one of three general categories: incentives for current year expenses, preferential tax treatment of student loans, and incentives for saving for college. This book provides an overview and contrast of higher education tax benefits with traditional student aid; a brief history of higher education tax policy over the past 60 years; a summary of key features of the available tax benefits; and an estimate of revenue losses resulting from individual tax provisions.

This book provides an analyses of expenditures and income factors relating to school districts use of funds. Title I of the Elementary and Secondary Education Act of 1965 (ESEA) requires that schools receiving funds under Title I receive state- and locally-funded services that, taken as a whole, are at least comparable to the state- and locally-funded services provided to non-Title I schools. The purpose of this comparability requirement is to ensure that federal assistance is not compensating for an inequitable distribution of state and local funds that benefits more affluent schools. The Title I comparability requirement allows school districts to demonstrate compliance in a number of ways, including through a district-wide salary schedule, policies to ensure equivalence among schools in certain types of resources, student-instructional staff ratios, and other measures, and does not require districts to use school-level expenditures.

#1 Best Seller in High School Test Preparation, SSAT & COOP Comprehensive boarding school guide What is boarding school really like? What are my chances of getting into U.S. boarding schools? How do I evaluate private schools vs. public schools? What is boarding school really like? U.S. boarding schools offer a superb preparation for college bound students, but they are not for everyone. American Prep is the only comprehensive guide for parents and students interested in investigating, applying to, and succeeding at these great schools. Meticulously researched and thoughtfully written, American Prep is an essential guide through the world of U.S. boarding schools - their history and culture, their resources and support systems, their opportunities and challenges - and the only book that leads you through the entire prep school experience. You will learn about: Why boarding schools are increasingly valuable in the 21st century The pros and cons of private school vs public school How to select a school that is right for your student and your family How to navigate the admission process - detailed insider advice The emotional challenges of prep school for students and families - what to expect and when How to secure generous financial aid for prep school Student success on campus - getting in is only the first step An insider's perspective on U.S. boarding schools: Award winning writer/critic Ronald Mangravite has multiple perspectives on the American prep school world. An alumnus of the Lawrenceville School, he is a current prep school parent, an alumni class officer, and an admissions volunteer. His extensive teaching experience includes universities and private schools, with service on admissions and curricula committees. He holds degrees from the University of California, Berkeley and UCLA.

The inspiration for this timely book is the pressing need for fresh ideas and innovations in U.S. higher education. At the heart of the volume is the realisation that higher education must evolve in fundamental ways if it is to respond to changing professional, economic, and technological circumstances, and if it is to successfully reach and prepare a vast population of students-traditional and non-traditional alike-for success in the coming decades. This collection of provocative articles by leading scholars, writers, innovators, and university administrators examines the current higher education environment and its chronic resistance to change; the rise of for-profit universities; the potential future role of community colleges in a significantly revised higher education realm; and the emergence of online learning as a means to reshape teaching and learning and to reach new consumers of higher education. Combining trenchant critiques of current conditions with thought-provoking analyses of possible reforms and new directions, Reinventing Higher Education is an ambitious exploration of possible future directions for revitalised American colleges and universities.

The federal government invests significantly in medical education through various programs to help ensure that the anticipated supply of new physicians meets the nation's health care needs. Additionally, in order to participate in federal student financial aid programs, law schools must be accredited by an agency recognised by the Department of Education. Accreditation is intended to ensure that schools provide basic levels of quality in their educational programs, and Education recognises those accrediting agencies that it concludes can reliably determine the quality of education provided by the schools and programs they accredit. This book examines the cost and access issues facing students in law and medical schools across the United States.

Today in the United States, students are graduating from college already in debt from student loans and beginning their careers in an uncertain economy. Statistics have shown that freshman college students are stressed-not about their grades or about doing well-but rather about the debt they are already accumulating. But is it really possible to graduate from college debt-free? John Lane did, and with his guidebook HOW TO GRADUATE FROM COLLEGE DEBTFREE, he can teach you how to do the same.

Recent college graduate John Lane combines mini-workshops with concrete concepts, interactive exercises, and personal stories in order to provide a complete guide on how students can embark on a successful journey to receiving a college education while becoming financially self-sufficient and paying for education costs at the same time. While encouraging students to be proactive in earning funds prior to attending college, Lane also underlines the importance of setting financial goals, creating affirmations, and developing personal declarations.

HOW TO GRADUATE FROM COLLEGE DEBT-FREE provides valuable information for any high school or current college students who wants to gain financial freedom and independence and throw their cap in the air on graduation day knowing they are debt-free

'Higher Education Financing in the New EU Member States' summarizes the experiences to date of the new EU countries (the Czech Republic, Estonia, Hungary, Latvia, Lithuania, Poland, Slovakia, and Slovenia the EU8) in the reform of higher education systems in a period of growing demand; changing patters of access; rapid expansion and increased participation rates; and an apparent dilution of average quality. The study discusses the growing experience with a variety of financing mechanisms in EU8 countries, drawing on detailed country case studies, and seeks to develop some useful lessons from experience, mindful that each country will continue to develop its own solution based on national priorities.