You might not be inclined to read the entire 431 pages of the legislation, but the passage of the Act provides a new, significant chapter in American higher education system.
- Changes in student aid: Increase of the max Pell Grant to $8,000 by 2014; up to $10,000 in loan forgiveness for teachers willing to teach in high-need areas; further support for TRIO and GEAR UP programs; and simplification of FAFSA form
- Proposal for decrease in tuition costs: requiring reports to the Secretary of Education outlining tuition, graduation rates, and mapping out ways to keep the costs down
- Decrease in textbook cost burden and use of online technology to curb the costs
- Changes in teacher education: integration of technology in teacher training to help low-income and students with disabilities new ways to access content, get support, and prepare for college
We have all heard the reports that remedial education is on the rise, statements some attribute to inadequate high school preparation of students that leads to students’ inability to successfully enroll into 101 courses. Others have noted that remedial education serves to help students from low quality schools gain equal footing in the classroom and increase their chances of success in college. What is less addressed is the way remedial education actually works. Remedial courses, for the most part, do not provide academic credits, are not covered under FAFSA and other aid packages, and tend to be expensive. Community colleges, the Alliance for Excellent Education notes, spend $1.4 billion each year on remedial courses, which is often funded by taxpayers money. Yet, research appears to show that remedial education does not necessarily increase the rates of coursework completion or college graduation among the students to who seek such services. Thus, as ACT notes, perhaps we need to invest that money in our public high schools to make sure students who are college bound do have enough preparation to survive their first year of coursework. To read a recent article on this issue visit: http://www.post-gazette.com/pg/08245/908603-298.stm
