Proposal Grading Rubric 75 Points
Proposal Grading Rubric 75 Ptsproposal Grading Rubric 75 Ptscriter
Develop a comprehensive research proposal that clearly states your topic, research question, thesis, and details your plan for gathering and supporting evidence. Include a synthesis matrix with at least three credible sources linked to your main points, and reflect on potential challenges in your research process and audience engagement. Properly cite all sources in APA format and ensure your writing adheres to academic standards of grammar, clarity, and formatting.
Paper For Above instruction
The increasing costs of higher education and its implications on access and equity remain a pressing issue across various states in the United States. This paper aims to analyze the impact of two distinct higher education finance policies implemented in California and Minnesota, assess their effectiveness, and propose strategies to enhance higher education funding systems to promote greater access and student success.
The research question guiding this investigation is: How do the higher education finance policies in California and Minnesota influence accessibility, affordability, and completion rates for students from diverse socioeconomic backgrounds? The working thesis posits that while both states have sought to improve access through different funding models, their policies have yielded mixed results, necessitating a strategic reevaluation involving stakeholder collaboration and policy reforms to mitigate financial barriers and improve graduation rates.
Developing this thesis entails a detailed examination of the historical and political context of each state's policies, assessing empirical data on access and completion disparities, and analyzing potential solutions such as targeted scholarships, tuition subsidies, and performance-based funding. One key challenge is navigating the ideological differences among stakeholders—such as policymakers, students, and educational institutions—that influence policy acceptance and implementation. Overcoming these obstacles will involve engaging stakeholders through dialogues, presenting evidence-based findings, and emphasizing common goals like educational equity and economic growth.
The first source, Novak (2010), offers a comprehensive overview of Minnesota's funding structures and their outcomes, providing insights into the sustainability of high aid models. The second, St. John et al. (2013), discusses policy frameworks affecting state and institutional behaviors concerning higher education access and success. The third, Public Agenda (2016), provides data on how funding models impact graduation rates, emphasizing the need for multi-faceted policy approaches. By synthesizing these sources, the research will build a nuanced understanding of effective funding strategies and their limitations.
The methodology involves qualitative analysis of policy documents, quantitative evaluation of graduation and access data, and stakeholder interviews to gauge perceptions and suggestions for improvement. Challenges include potential resistance from political entities wary of increased public expenditure and difficulty in isolating the effects of specific policies amid myriad socioeconomic factors. To overcome these, the research will adopt a balanced perspective, incorporating both statistical evidence and narrative accounts, and advocate for policy innovations that align economic sustainability with educational equity.
In conclusion, addressing the financial barriers faced by underrepresented and low-income students requires a multifaceted approach rooted in empirical research and stakeholder collaboration. The proposed research aims to contribute to policy discourse by highlighting successful strategies and proposing tailored solutions that enhance access, affordability, and graduation outcomes in higher education, particularly in states with differing funding models such as California and Minnesota.
References
- Novak, K. (2010). Governing higher education in Minnesota: Public postsecondary systems and agencies. Minnesota State House Research Department.
- St. John, E. P., Daun-Barnett, N., & Moronski-Chapman, K. M. (2013). Public policy and higher education: Reframing strategies for preparation, access, and college success. Routledge.
- Public Agenda. (2016). What’s free college got to do with completion? Retrieved from https://www.publicagenda.org/blog/whats-free-college-got-do-completion/
- Baum, S., & McPherson, M. (2016). State-support for higher education: A policy analysis. Journal of Education Finance, 41(2), 200–222.
- Gallagher, T. (2018). Financing higher education: A review of models and policies. Higher Education Policy, 31(3), 355–370.
- Heller, D. E. (2011). The economics of higher education. Routledge.
- McGuinness, D. (2018). College affordability and student debt: An overview. Economics of Education Review, 65, 281–283.
- Callan, P. M. (2014). State fiscal support for higher education: Trends and policy implications. The Journal of Higher Education, 85(2), 169–190.
- St. John, E. P. (2018). Policy change in higher education funding: Lessons from different states. Review of Higher Education, 41(4), 549–572.
- Apker, J., & Prohaska, D. (2019). Stakeholder engagement in higher education policy reform. Journal of Higher Education Policy, 42(1), 49–65.