FAFSA -Free Application for Federal Student Aid
It’s a form you fill out and submit to the government. The Office of Federal Student Aid determines your eligibility for getting student aid (including PELL grants, and work-study programs). You’ll need your parent or guardian’s help though, because it asks for information such as their income. It is recommended that you fill out the form as close to January 1st as possible. Don’t wait! Completing, and submitting this form should be the first step of your financial aid process.
EFC-Expected Family Contribution
This dollar figure is how much (the government) expects your family to contribute to your education for one year. The figure is calculated from the FAFSA information you provided, and factors such as family size, number of family members in college, family savings, and current earnings affect it. Usually, the lower your EFC, the more financial aid you’ll receive.
SAR-Student Aid Report- (ISIR- The Electronic Version of SAR)
A summary of your FAFSA responses, it’s sent back to the student electronically or in paper version after their FAFSA is processed. The SAR is also sent to the college’s you’ve selected to receive it. The colleges or universities will use this information to determine if you’re eligible for federal-and possibly non-federal-financial aid.
This is an online financial aid application service offered by the College Board, used to determine if you qualify for non-federal student aid. More than 500 colleges, universities, graduate and professional schools use it. It’s an efficient way for students to report their financial data to their schools of choice.
Federal Pell Grants are awarded to (usually) undergraduate students. They are not a loan; they do not have to be repaid. The amount you receive will depend on your financial need, your costs to attend school, whether your a part-time or full-time student, and your plans for length of attending school.
Stafford loans are low-interest loans for (eligible) students to help cover the cost of higher education. You can use it for a four-year school, community college, or trade, career, or technical school. Students borrow directly from the U.S. Department of Education at participating schools.
There are two types of Direct Stafford Loans: Direct Subsidized Loans and Direct Unsubsidized Loans. Direct Subsidized Loans, as the ones described above, are for students with financial need. They are not charged interest while in school, as long as it’s part time. For Direct Unsubsidized Loans, you are not required to prove financial need, and interest accumulates on the loan from the first time you borrow the money.
In “The Graduate”, recent college graduate Ben receives advice from an old family friend.
Mr. McGuire: I just want to say one word to you -just one word.
: : : Ben: Yes sir.
: : : Mr. McGuire: Are you listening?
: : : Ben: Yes I am.
: : : Mr. McGuire: ‘Plastics.’
: : : Ben: Exactly how do you mean?
: : : Mr. McGuire: There’s a great future in plastics. Think about it. Will you think about it?
: : : Ben: Yes I will.
: : : Mr. McGuire: Shh! Enough said. That’s a deal.
Is data analytics the new plastics? If so, even traditionally math-phobic marketing students may be forced to confront mathematics and statistics courses.
Faced with an increasing stream of data from the Web and other electronic sources, many companies are seeking managers who can make sense of the numbers through the growing practice of data analytics, also known as business intelligence. Finding qualified candidates has proven difficult, but business schools hope to fill the talent gap.
This fall several schools, including Fordham University’s Graduate School of Business and Indiana University’s Kelley School of Business, are unveiling analytics electives, certificates and degree programs; other courses and programs were launched in the previous school year….
Data analytics was once considered the purview of math, science and information-technology specialists. Now barraged with data from the Web and other sources, companies want employees who can both sift through the information and help solve business problems or strategize. For example, luxury fashion company Elie Tahari Ltd. uses analytics to examine historical buying patterns and predict future clothing purchases. Northeastern pizza chain Papa Gino’s Inc. uses analytics to examine the use of its loyalty program and has succeeded in boosting the average customer’s online order size….
Fordham this fall will introduce a required analytics course—Marketing Analytics —for M.B.A. students on its marketing track. “Historically, students go into marketing because, they ‘don’t do numbers,’”said Dawn Lerman, director of the business school’s Center for Positive Marketing. But these days, with so much data available surrounding consumer behavior, “you can’t hide from math and statistics and be a good marketer.”
Three more words: 21st Century Skills
As the use of analytics grows quickly, companies will need employees who understand the data. A May study from McKinsey & Co. found that by 2018, the U.S. will face a shortage of 1.5 million managers who can use data to shape business decisions.
In record-setting numbers, young adults struggling to find work are shunning long-distance moves to live with Mom and Dad, delaying marriage and buying fewer homes, often raising kids out of wedlock. They suffer from the highest unemployment since World War II and risk living in poverty more than others – nearly 1 in 5….
Among adults 18-34, the share of long-distance moves across state lines fell last year to roughly 3.2 million people, or 4.4 percent, the lowest level since World War II. For college graduates, who historically are more likely to relocate out of state, long-distance moves dipped to 2.4 percent.
This is from an article describing the “lost generation” of young adults feeling the effects of coming of age during a prolonged economic slump. The numbers are from 2010 census data.
Writing about recent disruptions triggered by racial preference policies at the University of Wisconsin, Robert Weissberg labels these administrators “diversicrats”.
The University’s website lists the African American Student Academic Services, American Indian Student Academic Services, Chicano/a Student Academic Services, a Multicultural Student Center, and various multicultural student organizations. A separate Academic Advancement Program (AAP) exists to assist “underrepresented students” and for four years helps “…create an inclusive campus climate where all members of the campus community feel valued, respected, and free to participate and achieve their highest academic and professional potential.” AAP “…focuses on academic advising, academic instructional support, academic engagement and enrichment, and community building, which are the four pillars of our program.” The AAP is not, however, to be confused with the Center for Educational Opportunity that works with over 600 students to upgrade their skills and mentors them. And don’t forget the Office of Equity and Diversity targeting underrepresented groups to achieve social justice. And for students struggling with certain subjects, I counted an additional six separate tutoring services.
This is only a sampling and omits what occurs in the admissions office and in feel-good courses on identity politics. One can only wonder how many educationally useless hours were spent crafting the Orwellian mission statements, progress reports and schemes to create yet more bureaucracy.
This long list of diversity fly-in programs gives a clue about what some of these “diversicrats” do.
Eight school district in Westchester County are participating in a pilot program offering BOCES-sponsored online classes to their high school students. The courses were designed by local teachers and make use of ”blended” learning, including both virtual and in-person experiences. Initially limited to four elective courses, plans call for expansion in future years.
Although this might seem like a low-risk way for the schools to try online learning, I am left with some questions about this initiative.
- What are the costs, both in terms of money and lost opportunity?
- How will results be assessed? Is saving money the main criteria? Will the outputs be measured in quantifiable ways?
- Although it seems like a good idea to try online teaching with what appear to be relatively light-weight electives, are there plans to go online with core courses also? What about AP courses, where offering students more options could be a real way to take advantage of the efficiencies of technology?
It turns out that New York lags behind some other states in K-12 online learning initiatives, which actually could be an advantage if it means that we will learn from the experiences of other states who have taken a leading position in this area.
A reason for New York’s relatively slow start in online learning
Nationally, online learning is taking off. As of late 2010, online learning opportunities were available to some students in 48 states and Washington, D.C., according to the nonprofit International Association for K-12 Online Learning. Twenty-seven states plus Washington also had at least one full-time online school operating statewide. New York was one of the last states to finalize a set of distance-learning standards in 2011.
Martabano said that as a result, students in New York have had limited access to online courses compared with their peers around the country — though there have been recent advances.
You can read the article after the jump.