America’s College Promise

2016 ◽  
Vol 45 (1) ◽  
pp. 52-70 ◽  
Author(s):  
Allison L. Palmadessa
Keyword(s):  
Higher Education ◽  
Community Colleges ◽  
Access To Higher Education ◽  
Student Aid ◽  
President Obama ◽  
Federal Policies ◽  
Higher Education Act ◽  
Proposed Model ◽  
Education Act ◽  
The Impact

Purpose: America’s College Promise (ACP) is a legislative initiative introduced by President Obama to increase access to higher education, to build the economy, and to support his earlier American Graduation Initiative. This legislation has the potential to settle among the ranks of the most influential federal higher education aid and access legislation passed in the 20th century, and influence the next administration’s higher education agenda. The purpose of this article is to situate ACP in that historical hierarchy and position the initiative within the literature regarding federal policy directed toward student aid and access. Particular attention is given to federal policies relevant to community colleges and the dependence of this initiative on community colleges as this research may help multiple constituencies shape the direction of this policy as it unfolds, and offer a framework for implementation. Proposed model: Through historical analyses of federal policies, scholarly critiques, and public presidential speeches and the impact of these policies and documents on the community college specifically, scholars and practitioners are provided a work that places ACP in context and may offer a better understanding of how this policy may affect the institution, students, and business and industry partners. Conclusion: Considering these relationships and the potential impact of ACP, it is determined that this policy has the potential to have an equally profound impact on higher education to that of the Higher Education Act (HEA) of 1965 but warns of ideological influences on its execution.

Washington Insider

2008 ◽  
Vol 41 (04) ◽  
pp. 923
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
International Education ◽  
Graduate Education ◽  
Colleges And Universities ◽  
Federal Programs ◽  
Student Aid ◽  
Higher Education Act ◽  
Language Studies ◽  
Education Act

After five years of discussions and extensions, Congress has passed and the president has signed the first reauthorization of the Higher Education Act (HEA) since 1998. Although most of the HEA deals with federal student aid, the legislation also includes many federal programs affecting colleges and universities, including support for international education and foreign language studies and graduate education. The new law also has a number of provisions reflecting some of the policy controversies affecting higher education.

The Higher Education Acts Contrasted, 1965-1986: Has Federal Policy Come of Age?

1987 ◽  
Vol 57 (1) ◽  
pp. 49-68 ◽  
Author(s):  
Francis Keppel
Keyword(s):  
Higher Education ◽  
Educational Opportunity ◽  
Higher Education Finance ◽  
Full Potential ◽  
Student Aid ◽  
Higher Education Act ◽  
Education Community ◽  
The Social ◽  
Education Act ◽  
Commissioner Of Education

Francis Keppel, former United States Commissioner of Education, 1962-1965, and Chairman, National Student Aid Coalition, 1981-1986, here gives his view of the evolution of the historic Higher Education Act of 1965 from the time of its passage to its reauthorization in 1986. He focuses particularly upon those sections of the law that deal with undergraduate education and student financial aid, for which the act is now best known. While the basic intent of the act — increasing equality of educational opportunity — has remained constant, there have been important shifts both in the methods chosen to approach that goal and in the social context within which the act operates. The present political and economic atmosphere differs markedly from that of 1965. Federal support for higher education has shifted in emphasis from financing of physical resources to support for students themselves, and has come to rely increasingly on loan programs. Priorities for serving different kinds of institutions and student populations have changed in attempts to meet new needs. Yet, the author remarks, several difficult challenges and unresolved problems in the field of higher education finance remain. Careful collaboration among the branches of government and the higher education community will be required if we are to achieve the full potential of the Higher Education Act in the coming years.

Assistive Technology in Rehabilitation: Improving Impact Through Policy

2012 ◽  
Vol 26 (1) ◽  
pp. 33-41
Author(s):  
W. Madaus Joseph ◽  
S. Kowitt Jennifer ◽  
R. Lalor Adam
Keyword(s):  
Higher Education ◽  
Young Adults ◽  
Students With Disabilities ◽  
Postsecondary Education ◽  
Rehabilitation Counselors ◽  
Student Aid ◽  
Higher Education Act ◽  
Education Act ◽  
First Time ◽  
Education Opportunity

The Higher Education Opportunity Act of 2008 (HEOA) contains several important provisions that make postsecondary education more accessible and affordable for young adults with disabilities. This is particularly true for students with intellectual disabilities, as the law created new comprehensive transition and postsecondary programs and provided access to federal student aid to this population for the first time. This article presents a brief summary of the original Higher Education Act of 1965, as well as a detailed summary of the HEOA. Portions of the legislation specific to students with disabilities are highlighted, and specific implications for rehabilitation counselors and pre-service students are presented.

Can we measure the impact? An evaluation of one-to-one support for students with specific learning difficulties

2020 ◽  
Vol 22 (2) ◽  
pp. 122-134
Author(s):  
Claire Graham
Keyword(s):  
Higher Education ◽  
Learning Difficulties ◽  
Disabled Students ◽  
Higher Education Act ◽  
One To One ◽  
Education Act ◽  
The Uk ◽  
The Impact ◽  
Specific Learning

In recent years, there have been changes to the way in which the UK Government funds support for disabled students in England. Higher education providers (HEPs) are increasingly encouraged to embed support for their disabled students and adopt responsibility for funding their own models of support. This has led to questions at institutional level about the impact of the support that is offered and the role of that support in student retention and success. Against a context in which the Office for Students (OfS, 2018) has identified reducing the attainment gap between disabled and non-disabled students as a strategic priority, it seems timely to consider the role of specialist one-to-one support and the potential impact of this for students. Drawing on an analysis of attainment data, as well as questionnaire responses from service users, this research project sought to evaluate the impact of one-to-one study skills support for students with specific learning difficulties (SpLDs) in one, pre-92 university (established prior to the introduction of the Further and Higher Education Act 1992). When comparing the attainment data of students with SpLDs who had accessed one-to-one support, compared to students with SpLDs who had not, 10% of the students who had not accessed support had withdrawn from their studies. None of the students who had accessed support withdrew, and there was a positive correlation between the number of support sessions attended and attainment.

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