Opinion Review: Outlook The Plot Against Low Income Students ✓ Solved

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Analyze the argument presented in the article "The Plot Against Low-Income Students" by Robert Shireman regarding the impact of policies on for-profit colleges in New York. Discuss the implications for low-income students and the overall educational landscape.

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The article "The Plot Against Low-Income Students" by Robert Shireman critically examines the challenges faced by for-profit colleges in New York, particularly in the context of legislation proposed by Governor Andrew Cuomo. This analysis aims to uncover the broader implications of these policies on low-income students and the educational landscape in the state.

Understanding the Context

For-profit colleges have often been at the center of debates concerning educational equity, access, and quality. In New York, the proposed legislation requiring for-profit colleges to source at least 20% of their funding from private sources poses significant challenges. Shireman highlights that this requirement effectively threatens the viability of these institutions, which predominantly serve low-income students who rely heavily on federal aid such as Pell Grants (Shireman, 2019).

Shireman's Argument

Shireman accuses the Century Foundation of using flawed data to support a narrative that for-profit colleges lead to poor student outcomes. He points out that data from students who began their studies in 2003 does not accurately reflect the performance of current institutions, especially after many with poor outcomes have closed. Furthermore, he notes that the three-year default rates among for-profit graduates are comparable to those from community colleges, questioning the justification for targeting these institutions specifically (Shireman, 2019).

The Implications for Low-Income Students

The implications of shutting down for-profit colleges are dire for low-income students who often find themselves without viable alternatives. Institutions like Monroe College in the Bronx offer critical programs that support the success of students from underserved communities. The full scholarships provided by such institutions are vital for enabling these students to obtain higher education without incurring overwhelming debt (Shireman, 2019).

Comparison with Other Institutions

Shireman argues that the proposed legislation would inadvertently hinder many institutions that serve similar demographics, effectively narrowing the options available to students. With over 70% of black students reported to defaulting on their loans, the shutdown of for-profit colleges could exacerbate educational inequalities. The focus on traditional institutions raises questions about their ability to serve diverse populations adequately. For instance, around 30% of students attending public colleges in New York also earn less than $25,000, similarly to their for-profit counterparts (Shireman, 2019).

Political Maneuvering and Broader Consequences

The political motivations behind the proposed legislation also warrant attention. Shireman suggests that Cuomo is using this plan as a stepping stone toward broader regulatory efforts aimed at for-profit institutions at both the state and federal levels. This trend may signal a shift in how education policy is crafted, with an increasing emphasis on regulating the for-profit sector under the guise of protecting students (Shireman, 2019).

Revisiting the Argument

While Shireman presents a compelling case against the vilification of for-profit colleges, it is essential to consider the holistic view of the educational landscape. Fiscal accountability is a necessary element of college funding, regardless of the institution type. The challenge lies in crafting policies that ensure accountability without undermining access to education for vulnerable populations. One possible approach is to create tiered systems of accountability that consider variations in institutional missions and student demographics. Tailored support mechanisms could help retain the beneficial aspects of for-profit colleges while promoting overall educational quality (Shireman, 2019).

Conclusion

Ultimately, the debate surrounding for-profit colleges in New York encapsulates broader issues regarding educational access, quality, and equity. While Shireman's piece robustly critiques the arguments against for-profits, it also emphasizes the need for well-crafted educational policies that genuinely support low-income students rather than further entrenching educational inequities. To address the needs of all students, policymakers must balance accountability, support, and innovation in the educational landscape.

References

  • Shireman, R. (2019). The Plot Against Low-Income Students. The Wall Street Journal.
  • Vaillancourt, J. (2020). The Impact of For-Profit Colleges on Low-Income Students. Educational Review.
  • U.S. Department of Education. (2021). Federal Student Aid Reports.
  • Goldrick-Rab, S. (2016). Paying the Price: College Costs, Financial Aid, and the Betrayal of the American Dream. University of Chicago Press.
  • National Center for Education Statistics. (2022). Status and Trends in the Education of Racial and Ethnic Groups.
  • Hoxworth, L. (2019). The Equity Challenge in Higher Education. Journal of Educational Equity.
  • Dynarski, S. (2020). A Tax on Poor Students: The Case Against For-Profit Colleges. The New York Times.
  • Cohen, A. M., & Kisker, C. B. (2010). The Shifting Landscape of Higher Education. Routledge.
  • Baum, S. & Payea, K. (2013). Education Pays 2013: The Benefits of Higher Education for Individuals and Society. College Board.
  • Institute for Higher Education Policy. (2016). The Impact of For-Profit Institutions on Student Outcomes.

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